Professional Documents
Culture Documents
This course unit and the next will help you establish and maintain a productive and
orderly learning environment, i.e. a classroom that is safe, orderly and focussed on
learning. Such an environment will enable your pupils to feel safe and to learn as much
as possible. Their shared classroom routines, values, expectations, learning experiences,
rules and procedures will increase their engagement, their sense of autonomy and will
enhance the use of the instructional time. All this will result in their improved achievement
and motivation and in your job satisfaction.
After you have completed the study of this unit, you should be able to:
explain what a professional teacher is;
explain how you can enable your pupils to learn English more happily and
effectively
describe how the class atmosphere can assist language learning
identify the qualities of a good learner of English
identify essential teaching skills that help promote learning
identify the talents and skills of a good teacher of English
explain how creating and teaching rules can eliminate management problems
Key Concepts: professionalism in teaching, teachers pastoral role, productive
and orderly learning environment, formal classroom learning, teaching vs. learning,
characteristics of classroom activities, good English learner profile, building a good
atmosphere, means for including all pupils in the activities, types of knowledge needed by
the teacher, types of classroom time, essential teaching skills, language ability, practical
classroom skills, factors affecting learning, guidelines for beginning the school year,
establishing classroom rules
Almost certainly the answers you have just given identify personality issues:
enthusiasm, intelligence, humour, disinterest, eccentricity, conformity, efficiency,
incompetence, or professionalism, as teaching is a personal profession.
Generally speaking, a professional is someone whose work involves performing
a certain function with some degree of expertise. However, a narrower definition limits the
term to apply to people such as teachers, doctors, and lawyers, whose expertise involves
not only skill and knowledge but also the exercise of highly sophisticated judgement, and
whose accreditation necessitates extensive study, university-based, as well as practical
experience.
One opposite of professional is lay. While members of a professional group
posses certain skills, knowledge, and conventions, the lay population do not have these.
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set out in the national curriculum and various other national documents. On the other
hand, how you teach so that pupils learn effectively (i.e. methods, approaches,
strategies, activities, interaction patterns, some of the materials used) is left to the
judgment of the individual teacher. There is no single, correct way to teach. For effective
learning to take place, a whole range of approaches, from formal to experiential, can be
used.
On the surface, teaching may appear to be a relatively simple process and many
people think that school and learning only mean a teacher standing at the front of the
class teaching and the pupils sitting in rows listening and learning. This kind of
perception is based on several assumptions. One assumption is that most of the learning
takes place in the classroom.
However, throughout the world, the majority of English language learning takes
place outside the classroom. Learners are exposed to English in the course of their
everyday life: they interact with other English speakers, listen to the radio and TV, read
newspapers, write letters, socialize, etc., in a word, they do things with English. This
process of learning often involves five steps: (1) doing something; (2) recalling what
happened; (3) reflecting on that; (4) drawing conclusions; (5) using those conclusions to
inform and prepare for future practical experience:
do
prepare
conclude
recall
reflect
The experiential learning circle
(after Scrivener, 2008:3)
Information, guidance and support from other people may come in at any of the
five steps of the cycle (the experiential learning cycle), but the essential learning
experience is in doing the thing yourself. And yet, formal classroom learning may suit
better some kinds of learners. These prefer that the responsibility of learning be taken
away from them.
As an English teacher, you must bear in mind that you are responsible for
organising the learning of all pupils within the classroom, but you must also train them
in good strategies to enable them to continue learning outside the classroom. You must
develop in your pupils habits of independence and autonomy, preparing them to organise
their own learning and to exploit other sources of language outside the classroom.
Another assumption is that the teacher is the knower and has the task of
passing over this knowledge to the pupils. This is sometimes characterised as jug and
mug the knowledge being poured from one receptacle into another empty one. There
seems to be yet another assumption here: having something explained or demonstrated
will automatically lead to learning.
However, when the teacher is teaching, it is unclear how much learning is taking
place. In fact, teaching and learning need to be clearly distinguished. It is quite possible
for a teacher to put great effort in to his/her teaching and for no learning to take place;
similarly, a teacher could apparently be doing nothing, but the students be learning a
great deal.
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Think first!
Before reading on, make a list of the thoughts that may be
present in the pupils heads while the teacher is teaching. Here are
a few suggestions:
Im not involved at all.
Im tired of sitting on this chair.
I havent said anything for hours.
Long explanations are so dull I just turn off.
I dont understand and now shes talking about something else.
Id rather do something different.
Teachers going too fast.
Its not an interesting subject.
Im not doing anything myself.
Could you add a few more positive thoughts?
Actually, what happens is that each pupil will receive his/her own lesson.
Teaching is only one factor in what is learned. As a teacher, one cannot learn for
her/his students. Only they can do that. What the teacher can do is to help create the
conditions in which they might be able to learn. This means involving the students,
enabling them to work at their own speed, by not giving long explanations, by
encouraging them to participate, talk, interact, etc. In the classroom, frequency, pace and
order of exposure to English is determined by a syllabus and/or a coursebook, and the
teacher determines the learning activities. The control by the teacher of the organization
of the classroom provides support to the learners lacking in motivation or confidence.
Nevertheless, the same control may be a source of frustration to other learners, who
know both what and how they want to learn.
Teachers Roles
Being a teacher involves the assumption of two important roles: organising
learning (an academic role) and guiding and supervising pupils (a pastoral one).
The academic role encompasses a variety of activities including:
subject teaching
lesson preparation
setting and marking of homework
monitoring pupil progress
assessing pupil progress in a variety of ways, including marking tests and exams
writing reports
recording achievement
working as part of a subject team
curriculum development and planning
undertaking visits, field courses
reporting to parents
planning and implementing school policies
extra-curricular activities
being an examiner for public examination boards
keeping up to date, and so on
(after Capel, Leask and Turner 2009: 13)
Apart from the academic aspect, another aspect of teaching is the pastoral one. A
teacher is not only an expert in a subject but also a responsible adult in charge of the
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spiritual and moral welfare of the pupils. In this role, which may vary from school to
school, you may be involved in pastoral actions (dirigenie) that include:
Professional Expertise
Classroom teaching is only the visible part of the job of the teacher. The invisible
foundations of the teachers work are, according to Capel, Leask and Toner, 2009,
professional knowledge and professional judgement (routines, skills, strategies which
support effective teaching). A teachers professional expertise includes:
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Content knowledge: the content that is to be taught (important concepts and skills,
and knowing how the concepts and skills are structured and organised within the
subject).
General pedagogic knowledge: broad principles and strategies of classroom
management and organisation that apply irrespective of the subject.
Curriculum knowledge: the materials and programmes that serve as tools of the
trade for teachers.
Pedagogical content knowledge: the knowledge of what makes effective teaching
and deep learning (the basis for the selection, organisation and presentation of the
content); the integration of content and pedagogy for teaching the subject. This
includes: knowledge about the purposes of teaching a subject at different grade
levels; knowledge of pupils understanding, conceptions and misconceptions;
knowledge of curriculum materials available and knowledge of horizontal and
vertical curricula; knowledge of instructional strategies.
Knowledge of learners and their characteristics: age range (empirical and social
knowledge), cognitive knowledge of learners, knowledge of child development,
knowledge of a particular group of learners.
Knowledge of educational context: knowledge of a specific school, catchment
area, the wider community.
Knowledge of educational ends (aims), purposes, values and philosophical
and historical influences: both short and long term goals of education and of a
subject.
Knowing what kinds of knowledge a teacher needs to have is a starting point for
thinking about the complexity of the profession and about the professional knowledge that
you need to acquire.
Knowledge of content. You should know not only English but also be familiar
with the concepts used in the lessons and the skills the pupils are expected to acquire.
You amass this knowledge from a variety of sources: your education at home, at school,
at university, as well as though personal study and reading. All this knowledge will
influence the amount and organisation of knowledge you have. Content knowledge is
likely to be the area of greatest confidence for you as you begin teaching. You should
seek to extend the range of your content knowledge, as this process supports your
confidence for teaching and engages you with your subject on a personal level. However,
it is way you transform this knowledge into effective teaching that is most important
Pedagogical content knowledge. This a special amalgam between content
and pedagogy; it goes beyond knowledge of content in the direction of knowledge for
teaching: the ways of representing and formulating the subject that makes it
comprehensible to others. It involves knowledge of the most regularly taught topics, the
most useful forms of representations of those ideas, the most powerful analogies,
illustrations, examples, explanations, and demonstrations. It includes how you build
assessment into your planning so that feedback enhances your understanding of pupil
learning and enables you to plan the next lesson.
General pedagogical knowledge. This is the body of knowledge and
understanding that you need for the effective transformation of your content knowledge
into meaningful learning activities for pupils. This knowledge consists of broad principles
and strategies that are designed to guide classroom instruction, organisation and
management: settling a class, managing the learning environment for effective learning,
managing resources and other equipment, gaining and sustaining the attention and
interest of the class, encouraging the disaffected, supporting the less able and extending
the most able). It also requires you to adopt your content knowledge, planning for the
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immediate demands of teaching. You should know how to organise orderly classrooms
and use questioning skills that involve your pupils and lead to thorough understanding.
You also need to consider carefully how you should introduce pupils to processes (e.g.
writing reports or essays). By broadening your general pedagogic knowledge, your
classroom becomes a more varied and stimulating place for yourself and your pupils.
Curriculum knowledge. This is the full range of programmes designed for the
teaching of particular subjects and topics at a given level (programa analitic), the
variety of instructional materials available in relation to those programmes and the set of
characteristics that serve as both the indications and contraindications for the use of
particular curriculum or programme materials in particular circumstances. It includes
knowledge of the subject national curriculum and the requirements of public
examinations, such as the baccalureate.
Knowledge of learners and their charactersitics. There are different kinds
of knowledge of the learner. These include empirical or social knowledge of learners, (i.e.,
what children of a particular age range are like, how they behave in classrooms and
school, their interests and preoccupations, their social nature, how contextual factors
affect their work (e.g. weather, time of the day) and the nature of the pupil teacher
relationship. To these could be added the cognitive knowledge of the learners: knowledge
of child development and knowledge of the particular group(s) of learners that you work
with. This is a kind of knowledge that grows from regular contact with these learners, of
what they can and cannot know, do or understand. For instance, you should be able to
understand when your pupils need concrete examples and what kind of tasks increase
motivation and learning.
Knowledge of educational context. This refers to all settings where learning
takes place: schools, classrooms, nursery settings, universities, colleges, and the broader
educational context of the community and society. This knowledge ranges from the
workings of the group, classroom, school administration, to the character of communities
and cultures. It includes the range of teachiong contexts which affect the development
and classroom performance. These include the type and size of school, the catchment
area, the class size, the extent and quality of support for teachers, the amount of
feedback teachers receive on their performance, the quality of relationships in the school,
and the expectations and attitudes of the headteacher, as well as school policies, the
curriculum and assessment processes, monitoring and reporting, safety, school rules and
expecations of pupils and the hidden and informal curriculum which includes the values
demonstrated to pupils through the way the school is run.
Knowledge of educational ends (aims), purposes, values and
philosophical and historical influences. This includes the values and priorities which
shape the education pupils receive. Teaching has both short-term goals for a lesson or a
series of lessons, while education has long-term purposes (such as producing educated
people who can serve efficiently the needs of society).
All the aspects of professional knowledge are brought together in a personal
construct. This includes your values and assumptions about English (in your case) which
provides the basis of your work as a teacher. Positive attitudes are also fundamental to
effective teaching as personal teaching efficacy, energy, enthusiasm, caring and high
expectations promote pupil motivation.
Besides all the types of knowledge and attitudes, there are basic abilities that all
teachers should have to promote order and learning in the classroom.
limited command of English. However, these teachers may have the advantage of
understanding better their pupils learning difficulties. The secret lies in being confident
about your English without being embarrassed about your lack of greater knowledge.
When your pupils will ask you Whats the English for .? and you do not know the
answer, it is better to say I dont know, but Ill find out for you rather than to try to avoid
answering the question. Do not feel embarrassed that you do not know every word of
English. Think of how many words of Romanian you do not know! We all continue to learn
throughout our lives. What is important is to work on improving the quality of the English
you use and want to teach your pupils. And there are lots of ways in which you can
develop your language skills.
Think First!
Before reading the following section, write down in the space
provided the answer to this question: What ways of improving
your classroom English can you think of now?
Make sure that you are familiar with the language in the lesson. The day before the
class, prepare the lesson by speaking out the words, phrases, and sentences, so
that you can hear how they sound. See if there are words which you have difficulty
in pronouncing, and try to get them right. If there is a cassette to be used with the
book, listen to the recording too, as this can help with pronunciation.
If you can, have regular meetings with other teachers of English to help each other
with the preparation of classes, and share with them your difficulties and your
successes. You may soon discover that each of you can gain something from the
experience of the others. There are also teachers clubs (cercuri) or teachers
centres (CCDs) where you may check up on anything you are unsure of by
asking colleagues or experts.
SAQ
How big an advantage is, in your opinion, the knowledge of an
English-speaking country? Explain why you think this is so.
Precise terminology is language without vague terms, which would leave the pupils
with a sense of uncertainty and detract them from learning.
Connected discourse is talk that leads to a point. If the point of a lesson is not clear,
if your talk is sequenced inappropriately, if incidental information is included, discourse
becomes disconnected. Keep your lessons on track, minimising time spent on matters
unrelated to the topic.
Transition signals indicate that one idea or activity is ending and another is
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beginning (e.g. All right, now well turn to). They alert the pupils that the lesson is
making a shift and allow them to adjust and get prepared.
Emphasis consists of verbal (e.g. Listen carefully now) and vocal cues (such as
raising the voice) and repetition, which alert pupils to important information in a
lesson.
SAQ
What practical implications may terminology, connected
discourse, transition signals, and emphasis have for teachers?
Introductory focus attracts pupils attention and provides a framework for the
lesson. In addition, it can increase motivation by arousing curiosity. In an English lesson
you can use concrete objects, pictures, models, materials displayed around the room,
information written on the board all meant to maintain pupils attention during learning
activities. Use objects, photos, maps, charts, etc. to provide introductory and sensory
focus during your lessons.
Using questions, you can guide learning rather than simply deliver information. By
questioning you can assess pupil background knowledge, cause pupils to rethink their
ideas, help them form relationships. You can also involve shy pupils, recapture pupils
wandering attention, promote success, and enhance self-esteem. Questioning can also
maintain the pace and momentum of a lesson. Effective questioning
is frequent
is equitably distributed
uses prompting
allows adequate wait-time
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Lesson structuring. Lessons are more coherent when review and closure are
used to summarise and pull ideas together. Review is a summary that helps pupils link
what they have already learned to what will follow in the next activity. It emphasizes
important points and encourages elaboration. It can occur at any point in a lesson,
although it is common at the beginning and end. Closure is a form of review that occurs
at the end of a lesson. It pulls content together and signals the end of the lesson.
Begin and end each class with a short review. Guide the review with questioning.
For instance, say We studied present perfect yesterday. Give me an example that
illustrates this, and explain why your example is correct.
These skills are interdependent as none is effective alone, but only in combination
with the others. Their interaction and integration are crucial.
Managing classroom time. You should know how to increase learning by using
time efficiently. Different types of classroom time influence learning in different ways:
Type of classroom
time
Description
Allocated time
The amount of time a teacher uses for a content area or topic
Instructional time
The amount of time left for teaching after routine management
and administrative tasks are completed
Engaged time
The amount of time pupils are actively involved in learning
activities
Academic
learning The amount of time pupils are actively involved in learning
time
activities during which they are successful.
As you move from allocated time to academic learning time, the correlation with
learning becomes stronger. Unfortunately, teachers do not always use time effectively.
Some teachers seem unaware of the importance of time, viewing it as something to be
filled or even killed. In order to increase learning, you should increase instructional,
engaged, and academic learning time to make as much use of the allocated time as
possible.
Organisation determines how efficiently time is used. It includes starting on time,
preparing materials in advance, establishing routines, etc. Routines reduce the load of
your working effort and memory, save your energy, and create a sense of order and
equilibrium in your classroom.
To check on your organisation and communication skills, you can ask another
teacher to visit your class and observe your language and nonverbal communication or to
see how many minutes you spend before actually beginning instruction. You can also ask
your colleague to see whether you clearly emphasise the important points in the lesson,
sequence the presentation logically, communicate changes in topics or the way you give
feedback.
Besides knowledge, attitudes and essential teaching skills that are common to
teachers of all subjects, the teachers of English can use successfully a variety of other
abilities, skills and talents. Moreover, as a teacher you should be aware of the factors
affecting learning. This awareness will help you to enhance your pupils learning. Also,
you should be aware of what makes a good learner in order to try to make your pupils
good learners. Moreover, you should be aware of what motivates your pupils to learn
English and try to bring about factors which increase your pupils motivation.
However, some of the factors that affect your pupils leaning either cannot be
changed or are difficult to change.
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SAQ
What factors cannot be changed and what factors can you
influence or change in making your pupils good learners of
English?
12
will help you to enhance your pupils learning. Also, you should be aware of what makes
a good learner in order to try to make your pupils good learners. Moreover, you should be
aware of what motivates your pupils to learn English and try to bring about factors which
increase your pupils motivation.
However, some of the factors that affect your pupils leaning either cannot be
changed or are difficult to change.
SAQ
What factors cannot be changed and what factors can you
influence or change in making your pupils good learners of
English?
Jim Scrivener considers that there are three categories of teachers: the
explainer, the involver and the enabler.
The explainer has limited knowledge of teaching methodology and relies mainly
on explaining or lecturing as a way of conveying information to the students. Done with
style and enthusiasm, with wit and imagination the lessons can be entertaining,
interesting and informative. The pupils are listening, occasionally answering questions
and perhaps making notes, but are mostly not being personally involved or challenged.
The pupils often receive practice by doing individual exercises after one phase of the
presentation has finished.
The involver knows well the subject matter (the English language and how it
works). However, she is also familiar with teaching methodology; she is able to use
appropriate teaching and organizational procedures and techniques to help her students
learn about the subject matter. Teacher explanations may be one of these techniques,
one option among many that she has at her disposal. She tries to involve the pupils
actively and puts effort into finding appropriate and interesting activities that will do this,
while still retaining clear control over the classroom and what happens in it.
The enabler knows about the subject matter and about methodology, but also has
an awareness of how pupils and groups are thinking and feeling within her class. She
actively responds to this in her planning and working methods and in building effective
working relationships and a good classroom atmosphere. Her own personality and
attitude are an active encouragement to learning.
This kind of teacher is confident enough to share control with the learners, or to
hand it over entirely to them. Decisions in her classroom are often shared or negotiated.
She sees herself as someone whose job is to create the conditions that enable the pupils
to learn for themselves. Sometimes this will involve her in less traditional teaching; she
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Carl Rogers, an American psychologist, suggested that there are three core
teacher characteristics that help create an effective learning environment: respect (a
positive and non-judgemental regards for another person), empathy (being able to see
things from another persons perspective, as if looking through their eyes) and
authenticity (being oneself without hiding behind job titles, roles or masks).
When a teacher has these three qualities, the relationship within the classroom are
likely to be stronger and deeper and communication between people much more open
and honest. The climate becomes positive, forward-looking and supportive. The pupils
are able to learn with less fear of taking risks or facing challenges. In doing these they
increase their own self-esteem and self-understanding, gradually taking more and more
of the responsibility for their own learning themselves rather than assuming that it is
someone elses job.
In order to improve the quality of the relationship teacher pupils, one does not
need to learn new techniques but to look closely at what they really want for their pupils,
how they really feel about themselves.
Here are some conclusions for English teachers:
The jug and mug approach may be inappropriate if it dominates classroom time.
Giving your pupils time to do things themselves may be much more important.
You may be a better teacher if you tried to make the enabling of learning your main
concern.
You need to ensure your pupils practical experience in doing things using language
rather than simply listening to explanations about language)
Being an over-helpful teacher could get in the way of your pupils learning. The more
you do things in the classroom, the less space there will be for the learners to do
things.
It may be useful to help pupils become more aware of how they are learning. To
reflect on this and to explore what procedures, materials, techniques or approaches
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Few classrooms are ideal. They may be too small or too large, too dim or too
bright, storage space may be limited, maps may cover the board, etc. Rearranging desks
is sometimes impossible, but if it is possible, try to experiment with different arrangements
to see what works best for you. Do not forget to consider the room arrangement in your
planning.
Before planning rules and procedures, you must consider both the characteristics
of your pupils and the physical environment of your classrooms. The relationship among
these factors is illustrated below.
Planning for
effective
management
Pupil
characteristics
The physical
environment
Procedures
and rules
(after Paul Eggen and Don Kauchak. 2004. Educational Psychology, Pearson)
Class Atmosphere. The general atmosphere in the class can assist learning. Both
your behaviour and language and those of the pupils can contribute to this atmosphere.
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Think First!
What factors are the most important, in your opinion, for building a
good atmosphere in your classes? Put in order the following
suggestions according to how important they are for you and the
pupils you are teaching.
Classroom rights and responsibilities. Another important area for which you are
responsible is establishing and managing the rigths and responsibilities of the classroom,
including your own. It is important that these are clear to everyone and that rights are
counterbalanced by responsibility in terms of behaviour and participation. In order for the
classroom to run the way you wish to, it is important that you establish clearly the
framework according to which everyone must operate. There must also be clear and
appropriate sanctions for those who do not comply. Here are few areas to consider in
relation to the rights and responsibilities of your classroom:
Respect. Every pupil has the right to personal respect; everyone should use
respectful language; it is important to respect the views and beliefs of others.
Attention. Every pupil has the right to receive a fair share of the teachers
attention; when addressing the class at the teachers invitation each pupil has the right to
be heard; everyone must pay full attention to the requirements of the lesson; when the
teacher speaks all must pay attention.
Learning and teaching. All pupils have the right to learn; the teacher has the
right to teach; everyone has the responsibility of cooperating so that effective teaching
and learning can take place.
Safety. Everyone should expect to be safe; everyone must take all reasonable
steps to ensure that safety is not compromised.
There may be other rights and responsibilities that you wish to establish for your
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classroom.
Think First!
Think now what these other rights and responsibilities may be.
You will find some more ideas in the following section dedicated to
routines.
Classroom Routines. The first few days of the school year are crucial to
classroom management, because they create lasting impressions and patterns of
behaviour for the year are established in these first days. Spend a little time at the
beginning of the year explaining how you intend the class to operate, and making it clear
what you consider to be acceptable behaviour. This should be done in a friendly but firm
manner, without sounding threatening.
Your life will be made easier and your class more successful if you establish rules
for your lessons which everybody understands and accepts. Here are a few examples of
teachers rules:
Primary school
Lower secondary
Upper secondary
We raise our hands Be in your seat and quiet Be in your seat before
before speaking
when the bell rings
the bell rings
We leave our seats only Raise your hand for Give your full attention to
when given permission by permission to speak or to others in discussion, and
the teacher
leave your seat
wait your turn to speak
SAQ
What rules that you have already used when you were pupils
would you like to add to the lists in the table above?
Such rules can be worked out together with the pupils. Although involving pupils in
rule making does not solve all management problems, it is an important step in gaining
their cooperation. Once established, rules create a sense of ownership, and contribute to
the development of responsibility and self-regulation in your pupils.
Try to find out what the norms there are in your school, and comply with them. For
instance, the pupils may be expected to stand (or not) when you come into the room.
Homework may be collected by a pupil rather than by you. The board may be always
cleaned by the pupil sitting nearest to it or by a pupil on duty. If there are no norms, it is
wise for you to establish some of your own.
Asking your pupils to put up hands is not always appropriate in a class where
everybody must speak. Sometimes you need responses from pupils who do not know
them, or who do, but do not put up their hands. Make sure you first ask the question and
then name a pupil to answer. Ask a second or a third pupil if the first pupil is unable to
answer.
Get your pupils to put up their hands before they want to ask a question. This helps
to prevent noisy interruptions. However, do not insist on your pupils always raising their
hand before asking, as one of the skills they must acquire is that of being able to interrupt
and seek clarification.
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SAQ
When would you insist on your pupils raising their hands?
Your pupils need to know in advance of the lesson what will need to bring to class.
You have to plan this and ask them to bring only what they will use. Then you should be
firm in reprimanding those who fail to bring what is needed to the first few lessons, so that
it becomes second nature for your pupils to bring the right things. On the other hand, if
you ask them to bring something and never ask them to use it, do not be cross if
someone fails to bring that thing to the lesson when you finally decide to refer to it.
With younger pupils, insist that they do not keep on the desk things which are not
to be used during the lesson.
Help your pupils establish an organised way of keeping their notes by using the
lesson/unit titles of the coursebook and perhaps the exercise/section/activity number as
headings. The pupils can then write under these headings and the notebook can be
referred to alongside the coursebook. If your pupils buy their own coursebooks, do not
forbid them to write in them or mark things they want to remember, or even colour the
pictures. If, however, books belong to the school, the notebook must become an essential
tool for the pupil.
There is almost always an established way in which young pupils will address you
and you them. With older pupils you may establish the form of address together.
However, this will depend largely on school custom and pupils expectations. Make it
clear from the outset what your name is and how you like to be addressed.
To plan a learning activity or a sequence for a certain class means to be able to
predict as much of the unpredictable as possible: you need to know your pupils and to
build up a wide repertoire of skills and techniques. All these will enable you to develop
useful structures and a personal style of teaching. You will then maximize both your
pupils potential and your own in the limited time and with the limited resources of the
school.
In an ideal classroom, class management is invisible. The atmosphere is calm,
movement and interaction are comfortable, and pupils work quietly. The teacher gives
few directions and reprimands pupils infrequently. However, in the real world, some
classes are tough to manage. And yet, in most instances, a teacher can create an orderly
classroom. Doing so requires good knowledge of the pupils and careful planning. It also
requires the existence of a clearly understood and consistently monitored set of rules and
procedures that prevents management problems before they occur.
Classroom activities have characteristics that make them complex and demanding:
o Several activities and tasks occur at the same time. When you teach a classroom, you
need to maintain order, attract and keep your pupils attention, and keep them
involved in a learning activity (individual, whole class, small groups, pairs). You may
also have to deal with discipline problems.
o The events occur rapidly. Things happen quickly and you need to make many of the
decisions right now. This need to make quick decisions can be almost overwhelming,
particularly for beginning teachers.
o Events often take unexpected turns. You must always plan your classroom activity,
and try to anticipate as much as you can of what will happen. And yet it is impossible
to plan for all of your pupils responses. Pupils and classroom activity are often
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unpredictable, but experienced teachers get used to expecting the unexpected. The
unpredictable nature of classrooms increases their complexity and challenge.
o You teach in front of people. In a sense, you are on a stage and your successes and
mistakes occur in the public space. The pupils (and possibly other observers)
perceptions of your actions can have unintended consequences.
The complexity of a teachers activity is especially apparent in the large classes of
the primary and secondary schools, where the number of pupils and their immaturity
combine to put to constant test the teachers classroom managerial skills. In such a
context, knowing your pupils and knowing how to approach them is crucial.
SAQ
You know that pupils think, act and feel differently at different
stages of development. What are the general characteristics of the
behaviour of the primary school pupils (grades 2 to 4) compared to
that of the lower secondary school pupils (grades 5 to 8)?
Whether you teach younger or older children, your way of approaching them,
especially in the early stages of the classroom activity, will be a major factor that affects
your pupils confidence. Learners of all ages should be treated with care and respect.
Knowing your pupils by name, knowing their backgrounds and interests, knowing about
their previous language-learning experiences and their attitudes to English will enable
you to help them learn more happily and effectively.
Being able to address your pupils by name has considerable advantages both for
you and for them. It avoids confusion which might arise in identifying which pupil should
be responding. Also, it is the natural way to attract somebodys attention; it speeds up the
organising of pair and group work; it generates a friendly relationship with the pupils and
among them, and it produces a secure atmosphere.
SAQ
What can you do if you have large classes and you are not
good at remembering pupils names?
A language class gives you more opportunities to discover details about your
pupils lives than most other classes. Very often you may find yourself wondering what
you can ask and what is better to be left unasked. A good principle is never to ask your
pupils anything that you yourself would not wish to be asked.
Your pupils will find their English lessons more stimulating if some of their work is
concerned with things that interest them. You will want to find out what these things are
as almost any pupils hobby can be incorporated into an English lesson.
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Think First!
Before continuing to read this text, think where you can find
information about your pupils previous experience of learning
English.
The best way to establish what your pupils already know is to start with a
diagnostic test to discover what they can and cannot do. However, when you give them
such a test, you must make sure that your pupils understand that the test is given only to
help you decide what gaps they have in their knowledge, so that you can help them to fill
these gaps.
In most cases, the young pupils attitude to English is more influenced by you than
by their wants or needs. Your enthusiasm and skills have an enormous effect on the
attitude of your pupils. However, positive attitudes to learning English need to be fostered
constantly, as pupils almost always reach a stage when they feel that they are not making
any progress. At this point you need to find new ways of motivating them and making
their study seem worthwhile by seizing every opportunity to make their learning
meaningful.
Remember that no matter what facilities the school offers, it is the lively, purposeful
class atmosphere with plenty to do, which you create, which will maintain your pupils
positive attitudes. The most important factor in keeping your pupils motivated is your own
skill and enthusiasm.
20
New learning is constructed over the foundations of earlier learning. The pupils
will make use of whatever knowledge and experience they already have in order to help
them learn and understand new things. Thus the message taken away from one lesson is
quite different for different pupils.
Drawing on your experience as learners of English, you could draw the profile of
the good learners of English. Consider these features:
It would be difficult to imagine that all your pupils show all the above mentioned
features and are all good learners of English. However, you should be able to show your
pupils how to be good, which clearly involves helping them to become independent.
Independence is a quality which seems to cut across most of the features listed above.
Motivating Students
Language classrooms depend more than other classes on the climate; in its turn
this is influenced by the national and cultural influences on the language being learned,
the education system and the immediate classroom environment (M. Lewis in Richards,
J. C. and Renandya Willy A., 2002: 40). If the education system or the national
curriculum, and the status of the foreign language being learned cannot be influenced by
the teacher, the latter can influence the students feel about learning English. Teachers
can influence the classroom environment where learning takes place by motivating
unmotivated pupils.
Unmotivated pupils can be recognised when they fail to take part by sitting in
silence, they distract other pupils by talking off the topic, or they provide nonlanguage
entertainment. All of these call for teachers management skills.
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A future English teacher needs to know that teaching a foreign language involves
more than her pupils interest, for language is a skill that needs to be applied/used, not
just stored in the head.
Intrinsic and extrinsic motivation. Teachers encourage language use through
both intrinsic and extrinsic motivation. Some students have strong intrinsic motivation as
they are already aware of the benefits of learning English. Others need to be reminded of
the benefits: standing better chances of getting a good job, making travelling more
rewarding and enjoyable, access to literature of all kinds in the original, etc. Extrinsic
motivation can come through rewards. Some of the activities done in class can be
presented as rewards to the pupils: supplying additional reading materials, showing a
video, inviting guest speakers, organising games, etc.
An ongoing aspect of motivation is dealing with the behaviour of particular
students. Teachers build a scale of responses to off-task behaviour, which helps them
decide whether to ignore or attend to the problem. Here are a few typical cases of off-task
behaviour and possible teacher responses (from M. Lewis, idem: 42 43)
1. The back-row distractor: the pupil who always sits at the back and distracts
others:
Use eye contact while continuing to speak.
Stop mid-sentence and stare until the pupil stops.
Talk with the pupil after class to investigate the cause.
2. The nonparticipants: several pupils are not taking part in the assigned activity.
3. Ignore them if they are not distracting others.
Walk past their desks and ask if there is a problem.
Ask other teachers how the same pupils participate in other classes.
4. The overexuberant pupil: one outgoing student dominates answering most
questions, making most comments and filling most of the student talking time. This calls
for tact, because such a pupil is often a good language model for the rest of the class.
Interrupt with Thanks for that and call on someone else to continue.
Remind the student that there will be more talking time soon in groups.
Talk to the student individually later.
In brief, making quick decisions on what to do about a problem depends on
answers to questions like:
Remember that if large numbers of pupils are failing to attend to the lesson, there
could be a problem with the lesson itself. The task may be too difficult, or an activity may
have continued for too long, or the content may be boring. On the other hand, the
problem may not be within the class: a forthcoming event such as a match or even
unusual weather can change the mood of the class and signal to the teacher the need for
a change of activity.
Discipline
Discipline is an important matter. As a teacher, you should be able to solve a
number of questions, referring to maintaining order, the amount of noise you can tolerate,
what you consider unacceptable behaviour and how you can punish misbehavers.
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SAQ
How much freedom do you think you have in dealing with
discipline problems?
Here are some ways of making sure that you involve all the pupils.
Use the class register list. Your pupils will know if you are calling on them in
the order of the class register list. To avoid this, use every second or third name, or some
other pattern, so that they may not realise what order you are using. Avoid looking down
at the list (by putting it where you can see it easily). Also, to prevent the switching off of
pupils who have just responded, ask one or two for a second response.
Think of your class as a set of lines or rows of pupils and address a
question to a pupil from each line or row in turn.
Set rules. If your pupils tend to shout out the answers before the others have
time to try, make a rule that the pupil who has responded once must miss the next three
questions before s/he can answer again. This keeps the pupils busy counting, while
waiting to join in again.
Invite the pupil who answers to name the one who will answer next. If the
pupils get used to this system, it can move quite briskly and be successful. However, it
can become unpleasant if the pupils see it as a way of victimising their slower classmates
Repeat the question and/or prompt. If the pupil you nominated is unable to
respond, help him/her by repeating or prompting, while insisting that the rest of the class
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remains quiet. Sometimes, however, you may wish to pass a factual question to another
pupil, or the class in general.
Extra-Curricular Activities. Activities conducted outside lesson times can make
an important contribution to maintaining a good atmosphere in the classroom. If their
knowledge of English opens the way to other interesting activities, the pupils will take a
more positive attitude to their studies.
By organising a class library or an English club you can provide your pupils with
the possibility of extending their knowledge and interests outside the classroom as well
as giving them an opportunity for genuine communication. Try to help your pupils set
these up and then give them assistance in running them.
SAQ
What advantages or disadvantages can you see in your
pupils attending the activity of an English club?
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Summary
This unit presents the complexity of the job of being an English teacher and the
many requirements that you need to comply with: you must have a deep understanding of
the process of learning and of the characteristics of your pupils, a good understanding of
the topics you teach; you should be able to represent the topics in ways that are
understandable to pupils, to organize and maintain productive learning environments.
As a teacher, you are responsible for classroom learning and should be able to
increase it. You should be caring and enthusiastic, a good role model, and have high
expectations for your pupils. You should be well organized, know what is going on in your
classrooms, use your class time well, and communicate clearly. You should present
content in attractive ways, provide clear and informative feedback, and review important
ideas. You should use effective questioning strategies, prompt pupils who do not answer
successfully, and give pupils time to think about their answers. You should be able to
draw, write legibly and speak convincingly, and maybe have other talents, too.
You should be able to create a classroom atmosphere conducive to learning and
establish rules and routines which enhance the use of classroom learning time.
Further Reading
Capel, Susan, Leask, Marilyn and Turner, Tony, 2009, Learning to Teach in the
Secondary School: A Companion to School Experience, Routledge
Harmer, Jeremy. 2001. The Practice of English Language Teaching, Longman
Richards Jack C. and Renandya, Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
Scrivener Jim, 2008, Learning teaching: A guidebook for English language teachers,
Heinemann
Underwood, Mary. 1987. Effective Class management. A Practical Approach, Longman
Ur, Penny. 1996. A Course in Language Teaching. Practice and Theory, Cambridge
University Press
Ur, Penny. The English Teaching as Professional in Richards Jack C. and Renandya,
Willy A., 2002. Methodology in Language Teaching. Cambridge: CUP.
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CLASSROOM MANAGEMENT
Any average person in this country can tell you what teaching is about: a teacher
speaking in front of a large number of pupils who sit in rows at their desks; the pupils listen
or not. If the teacher knew how to make her pupils listen to her, education would be better.
In reality, what happens in the classroom is complex. Managing the learning
environment is a key part of the teachers pedagogic knowledge and it resembles driving,
as the teacher is trying to achieve several objectives at the same time. However, like in
driving, after some time class management skills become part of the subconscious,
internalised patterns of behaviour. The organisation of the lesson becomes implicit in what
the teacher does rather than explicit. There are common skills and techniques that
combined with an awareness of and sensitivity to the teaching and learning contexts,
enable you to manage the class effectively. Your first task is to provide a range of learning
experiences to the pupils. Then, you need to cater for individual differences by organizing
activities that make use of various learning resources and different tasks. You need to
provide opportunities for the pupils to take responsibility of their own learning, while still
managing the classroom activities. In one word, you need to manage classroom learning.
The skills of creating and managing a successful class may be the key to success.
An important part of this is to do with your role, attitude, intentions and personality, and with
your relationships with the learners, but also with their motivation and classroom
constraints. Another important part is the organizational skills and techniques that you use.
All these are often grouped under the heading of classroom management.
Classroom management emphasizes the complexity of classroom life and focuses on
the managerial skills that you need to have and on the systematic way in which you
coordinate classroom variety and complexity. The teacher is the coordinator of a varied and
complex environment: setting objectives, planning activities, attending to communication
and motivation and evaluating performance. As a teacher you have to develop a set of
effective strategies for encouraging behaviour for learning amongst your pupils: trying to
prevent poor behaviour through establishing positive expectations rather than managing it
after inappropriate behaviour has begun, but first and foremost you are there to manage
their learning, and that should be your primary emphasis. This is not always easy, as a
whole range of circumstances come into play. As Rogers (2002:5) identifies:
Day-to-day teaching normally takes place in a rather unusual setting: a small room
(for what is asked of it), often inadequate furniture and space to move, a 50-minute time slot
(or less) to cover set curriculum objectives, and 25 to 30 distinct and unique personalities,
some of whom may not even want to be there. Why should there not be some natural
stresses and strains associated with a teachers day-to-day role?
Classroom management involves both decisions and actions. The actions are what is
done in the classroom. The decisions are about whether to do these actions, when to do
them, how to do them, who to do them, etc. The essential basic skill for classroom
management is therefore to be able to recognize what options are available, to make
appropriate decisions between these options and to turn them into effective and efficient
actions. As you grow in experience, your awareness of possible options will also grow.
The aim of this lecture is to help you become aware of the lesson management skills
that you need to develop. After you have completed the study of this lecture on classroom
management, you should be able to:
During the lesson, keep a watch or clock easily visible, and make sure you are aware
throughout how time is going relative to your plan. It is difficult to judge intuitively how time
is going when you are busy, and the smooth running of the lesson depends to some extent
on proper timing.
Try to create a serious impression of purpose by your contributions and by the
demands made on your pupils. This means attention to detail, and an assumption that your
pupils will take their work seriously and with a sense of responsibility. At every point in the
lesson a teacher has options. To say one thing or to say something different; to stop an
activity or to let it continue, to take some time to deal with difficult questions or to move on
with what you had previously planned. There is no single correct answer, no single route
through a lesson though some routes may in the end prove to be much more effective
than others. Different people and different situations will create different solutions. The
lesson is created by these choices.
Long-term strategies can help you build up good standards of personal relationships
that result in good classroom atmosphere. Nevertheless, pupils are not always capable of
coping with all the stresses of their lives and they may react by laziness, insubordination,
defiance, aggression, or destructiveness. Such pupil behaviour will undermine the building
up of good classroom practice, and the effectiveness of your classes. What can you do?
Unfortunately, advice about classroom tactics is less reliable than advice about
general strategies.
The complexity of classroom life is responsible for many difficult situations.
Classroom life is multidimensional, with many different kinds of activities, many different
objectives, and many people having different needs and different styles. At any one time
you need to consider what to do next, thinking ahead of the development of the lesson,
watching the pupils progress, looking out for what might disrupt the flow of the lesson.
There may be numberless unpredictables, interruptions, unforeseen difficulties, or minor
incidents. In such a context your action and reaction are driven by intuition more than by
deliberate thinking about alternative courses of action. Moreover, advice from other
teachers may not be reliable, as different teachers use different tactics with equal
(in)success.
Becoming an effective teacher is partly a matter of increasing your awareness of
what options are available. It is also about the skilful selection of the most appropriate
option at each point and efficiently, effectively turning these into actions.
What informs and influences a teachers decisions between different options? Here
are some factors to bear in mind: (Scrivener, 1994: 11)
Classroom decisions and actions are influenced by the teachers own attitudes,
intentions, beliefs and values: what you think about learning, what is important for you in
learning, what you genuinely feel towards the pupils.
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pupil to respond. A reasonable time for any such pause is three seconds or slightly longer
although up to fifteen seconds may be required for open-ended, higher level questions.
To use your voice effectively these factors need to work together. For example, you
do not communicate effectively if the pitch of your voice is right, but you are not enunciating
clearly or the volume is wrong. It is also important to put feeling into what you say to engage
pupils so that your voice does not sound dull and monotonous. Often pupils respond to how
you say something rather than what you say. For instance, if you are praising a pupil sound
pleased and if you are disciplining a pupil sound firm.
Classroom language
In order to develop pupils language skills, a teachers language must be accessible.
There is no point in talking to pupils in language they do not understand. It is easier for
pupils to understand a new concept if you make comparisons or use examples, metaphors
or references to which they can relate. Where appropriate, use a variety of words or
explanations that ensures the meaning of what you intend to convey is understood by all
pupils. As a teacher your language must be concise. When you are speaking, you stress or
repeat important words or phrases. Pupils understand something and learn it better if they
hear it a number of times and if it is explained in different ways. Therefore:
tell them what you are going to tell them,
tell them,
tell them again what you have told them.
As well as conveying content, a teachers language is also used to create individual
relationships with pupils that make them more interested in learning. Using pupils names,
saying something positive to every pupil individually over a period of time and thanking
pupils at the end of a good lesson, showing interest in their lives outside the classroom,
valuing their experienced, are all important in building mutual respect and creating a
positive atmosphere for classroom learning.
Teachers also use language to impose discipline. Often, negative terms are used for
this. This is not inevitable and a positive approach may have more success. For examples,
try to suggest a constructive activity rather than condemning a destructive one.
Types of communication
There are many different ways in which verbal communication is used in teaching:
explaining, questioning, discussion, and listening.
Explaining
Teachers spend a lot of time explaining to pupils. In some teaching situations it can
be the main form of activity in the lesson. Consequently, being able to explain something
effectively is an important skill to acquire. Pupils learn better if they are actively engaged in
the learning process and a good explanation actively engages pupils and therefore is able
to gain and maintain their attention. You must plan to involve pupils, e.g. mix an explanation
with tasks, activities or questions, rather than relying on long lectures, dictating notes or
working out something on the board.
Explaining provides information about what, why and how. It describes new terms
and concepts or clarifies new meaning. Pupils expect teachers to explain things clearly and
become frustrated when they cannot understand an explanation. A good explanation is
clear and well structured. It takes account of pupils previous knowledge and understanding,
uses language that pupils can understand, related new work to concepts, interests and
work already familiar to the pupils. Use of analogy and metaphor can also help an
explanation. In the following table you will identify a range of features that characterise
effective explanations and a set of questions that you make ask yourself about your own
questions:
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Clear structure
Key features identified
Dynamic opening
Clarity using voice
and body
Signposts
Examples and nonexamples
Models and analogies
Props
Questions
Connections to pupils
experience
Repetition
Humour
Is the explanation structured in a logical way showing how each part links
together?
What are the key points or essential elements that pupils should
understand?
What is the tease or hook that is used at the start?
Can the voice or body be used in any way to emphasise or embellish
certain points?
Are there clear linguistic signposts to help pupils follow the sequence and
understand which the key points are?
Are there sufficient examples and non-examples to aid pupils
understanding of a concept?
What models might help pupils understand an abstract idea? Are there any
analogies you could use? Will pupils understand the analogy? How might
you help pupils identify the strengths and weaknesses of the analogy?
What concrete and visual aids can be used to help pupils understand
more?
Are there opportunities to check for pupils understanding at various points,
and to note and act on any misconceptions or misunderstandings?
Are there opportunities, particularly at the start, to check pupils prior
knowledge of the subject and to link to their everyday experiences?
Are there a number of distinct moments in the explanation when the key
points that should be learned are repeated an emphasised?
When and how might it be appropriate to use humour?
C, L & T: 112
Teachers often reinforce verbal explanations by providing pupils with a visual
demonstration, or model. Modelling is an effective learning strategy that allows pupils to ask
questions about and hear explanations related to each stage of the process as it happens
as the teacher can:
think aloud, making apparent and explicit those skills, decisions, processes and
procedures that would otherwise be hidden or unclear
expose pupils to possible pitfalls of the task in hand, showing how to avoid them
demonstrate to pupils that they can make alterations and corrections as part of the
process
Showing learners what to do while talking them through the activity and linking new
learning to old through questions, resources, activities and language is sometimes referred
to as scaffolding. The idea is that learners are supported in carrying out a task by the use
of language to guide their action. The next stage in scaffolding is for the learner to talk
themselves through the task. Then that talk ca, in turn, become an internalised guide to the
action and thought of the learner. Combining verbal and visual explanations can be more
effective than using verbal explanations exclusively, particularly with pupils who prefer a
visual learning style.
Presenting
A presentation is meant to inform, to describe or to explain. A classroom presentation
should not resemble a higher education lecture. It should be informal and spontaneous, and
as short as possible (no longer than 10 minutes with younger pupils). Such an exposition
can be interrupted by other short activities, such as a dialogue or individual tasks.
If you want the presentation to achieve its objectives, it needs to have a clear
structure that the pupils can grasp. It is always helpful to present at the very beginning the
structure of the exposition. Tell your pupils first what you are going to say, then say it, and
then tell them what you have said! A way of involving the pupils is to ask them to take down
notes. Alternatively, you can give them a handout with a gapped structure of your
presentation, and ask them to complete it as you are presenting.
A thorough, high quality presentation can motivate and inspire your pupils. However,
during the presentation the pupils may want help, especially if a new topic is introduced.
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They need to have a vision of the new knowledge, to understand why it is important and
relevant, how it fits in with their previous work and knowledge, how it will contribute to their
mastery of English.
A good presentation will stimulate your pupils intellectual curiosity; it may review,
organize and consolidate their previous knowledge of the topic, or it can make the new
learning more personal. Also, it can give guidance to the pupils about the styles and
techniques to be used in doing work on the new topic.
At personal level your pupils may need help in order to see how they may personally
identify with the new topic, how they can build clear images of what the topic is about.
They may feel the need to share the excitement of the discovery with their classmates.
Whole class presentations are particularly valuable at the beginning, at the end and
at critical points in the lesson, such as topic changes, or where the concepts that need to be
taught are difficult. Also, after a period of time of independent activities (individual, in pairs
or in small groups), your pupils will be prepared to work again together as a class for the
consolidation of their work. At this stage, you should encourage pupil contributions, as they
can report back, discuss the issues raised during independent work, revise and consolidate,
assess the quality of the work done and evaluate the topic.
Teacher as presenter. During presentations, you are the focus of attention, playing
a number of related roles: organizer, information source, or discussion leader. The pupils
are relatively passive, listening, following instructions, responding to questions, and making
contributions when you invite them to do so.
Here are a few suggestions:
Get the attention of your class before you start. Either insist on their paying attention to
you or give them something to do (e.g. writing a title, an introductory example or
statement). This will bring the class into the work frame of mind.
Your first sentences must be attention holding. Appeal to their curiosity, surprise them,
intrigue them or move them emotionally.
Keep your voice level to the minimum necessary. A low voice creates a feeling of
expectancy, gives a sense of importance to the occasion, and builds a sense of mutual
confidence, a serious and trusting atmosphere.
Vary the volume and pace to give variety.
Occasionally, make appeal to feelings and use a more theatrical language. Temper
your projections of personality with sensitivity.
Do not forget that there is virtue in silence. A pregnant pause in a presentation can be
effective. Offer silence to your pupils so that they can reflect and consider their
responses. Build in pauses in which you invite the pupils to summaries what you have
said so far.
Be simple, be brief and be human. Start with plenty of examples and then gradually
introduce new vocabulary or more complex statements.
Remember that much communication is non-verbal; how you look, where and how you
stand, how you move are all observed and registered by the pupils.
Remember that no matter how good your presentation is, you cannot use it for
lengthy periods, as their span of attention is limited. It is better to introduce variety and more
pupil participation. The most common way of doing this is by using class questions.
Questioning
One technique in the scaffolding process for actively involving pupils in their learning
is questioning.
Asking questions effectively. Effective use of questioning is a valuable part of
interactive teaching. However, if not handled effectively, pupils misunderstand and/or
become confused. To use questioning effectively you need to consider:
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However, you cannot plan your questioning rigidly; you must be flexible, adapting
your plan during the lesson to take account of the development of the lesson.
Asking questions is not a simple process.
Think First!
Before continuing to read this text, think back to your own
schooldays and try to explain why you were asked questions:
Questions are asked for many reasons. Your motive in questioning is usually to get
your pupils to engage with the language material actively through speech. But there are
other various reasons why you might ask a question in the classroom:
Questions show different levels of complexity and abstraction, from those which
demand factual, descriptive answers to those which are more complex and require more
sophisticated thinking from pupils. Remember that pupils cognitive abilities and levels of
achievement can be increased when they are challenged and have regular access to
higher-order thinking. Questions can be classified according to various criteria:
the kind of thinking they try to elicit (plain recall, analysis, or evaluation)
whether they are genuine or display questions (does the teacher really want to
know the answer, or is she simply checking if the pupil does?)
whether they are closed- or open-ended (do they have a single right answer or
many?).
instantaneously. A short closed question answer session might reinforce learning, refresh
pupils memories or provide a link to new work.
Say which of the following questions seem to be closed and why.
1.
How do most people travel to work in your city or town?
..
2.
Is there a subway in your country?
..
3.
What is the number of Richards house on Linden Street?
..
4.
What topics do you usually talk about with someone you meet
for the first time?
..
5.
Do you like staying in a hotel?
..
(questions from Howard Beckerman, Family Album, U.S.A, Editura Univers, 1993)
By way of contrast, open questions have several possible answers and it may be
impossible to know if an answer is correct. These questions are often used to encourage
divergent thinking and to develop understanding. They are much more complex than closed
questions. They are designed to extend pupils understanding of a topic. To answer them
the pupil has to think and manipulate information by reasoning and applying information
and using knowledge, logic and imagination. Open questions cannot usually be answered
quickly. Pupils probably need time to gather information, sift evidence, advance
hypotheses, discuss ideas and plan answers.
You can ask closed and open questions or a combination of the two as a series of
questions. The questions in a series can start with a few easy closed questions and then
move on to more complex open questions. A series of questions takes time to build up if
they are to be an integral part of the learning process. They must be planned as an integral
part of the lesson not as time filler at the end of the lesson when their effect is lost.
Questions at the end of the lesson are more likely to be closed-recall questions to help
pupils remember what they have been taught in the lesson.
Other aspects of questioning that are important to consider: who you address the
questions to the whole class, to groups or to specific named individuals? Moreover,
questions can be spoken, written on the board or given out on printed sheets. Answers can
be given at once or produced after deliberation, either spoken or written.
Effective questioning is a skill you must develop as a teacher. An effective
questioning technique is one that elicits fairly prompt, motivated, relevant and full
responses. If your questions result in long silences, are answered by only the strongest
pupils, bore the class, or elicit only very brief or unsuccessful answers, then there is
probably something wrong. Effective questioning should follow a few criteria:
Clarity. The pupils should immediately grasp what the question means, and what kind
of answer is required. The language must be simple, clear and unambiguous.
Learning value. The questioning should start with an invitation to observe or identify.
The question should stimulate thinking and responses that will contribute to further
learning of the target material. It shouldnt be irrelevant, unhelpful or merely time-filling.
The key word is What?
What are the people in the picture doing?
What is the difference between these two animals?
What surprised you in this anecdote?
What is this?
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Interest. The pupils should find the question interesting, challenging, stimulating.
Availability. Most of the pupils in the class should be able to answer the question.
However, allowing a few seconds wait-time before accepting a response can make the
question available to a larger number of pupils.
Extension. The question should invite and encourage extended and/or varied answers.
Try to eliminate questions which can be answered simply by Yes or No, or by any single
word. Questions likely to get fuller answers often start with Why? How?, What
would happen if?
Grading. The questions should build up to higher levels of thinking.
Follow-up questions can be used to probe further, encourage pupils to develop their
answers, extend their thinking, change the direction of the questioning and distributing
questions to involve the whole class. Non-verbal aspects of communication such as eyecontact, gesture, body language, tone of voice, humour, smiles and frowns are important in
effective questioning because they go with the words that are used.
You can use several prompts to help pupils answer questions: verbal prompts (cues,
reminders, tips, references to previous lessons or giving part of a sentence for pupils to
complete); gestural prompts (pointing to an object or modelling a behaviour), and physical
prompts (guiding pupils through motor skills). The way you respond to your pupils answers
will affect the way they perform at the time but also the way they will perform in the future.
You will need to respond to content not only to the language form. If there is no answer at
all during questioning, if your pupils cannot think of what to say, prompt them forwards. This
kind of help has to be offered gently, with tact and discretion.
Here are a few suggestions for managing your pupils answers:
Be prepared to wait for an answer. Refrain from filling the gap immediately if the
question is met with initial silence. During the silence, use non-verbal communication,
give encouraging nods or raise your eyebrows. You may also try a short prompt. Signal
that you are actually enjoying the silence and are not in the least embarrassed or
annoyed.
Encourage pupil answers. Praise the good answers and preserve the self-esteem of
those who give wrong answers. The pupils should be sure that their responses will be
treated with respect, that they will not be put down or ridiculed if they say something
inappropriate. Give help if you see it is needed during an answer.
Try to get answers from as many pupils as possible. Responding only to the bright and
eager tends to focus attention on them at the expense of the others. A reluctant pupil
can be helped by being nominated to answer an easy question.
Encourage answers which express the pupils personal thoughts or feelings, or which
are bold and imaginative. Even if it is incorrect, such an answer deserves praise.
Encourage respect for the contribution of others. Set a good example of respect,
courtesy and constructiveness and then expect it of the pupils. Do not tolerate sarcasm,
aggression, or destructive criticism.
Avoid the common pitfalls or errors in questioning:
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It is easy to ask a question and then to switch off while an answer is being given, to
think about the next question or next part of the lesson. This lack of interest conveys itself
to the pupils. It is distracting for them to know that the teacher is not listening and not
responding to what is being said. Also, you may convey boredom and indifference, which
has negative impact on the tone of the lesson. Effective listening is an active process, with
a range of non-verbal and verbal responses that convey the message to the pupil speaking
that you are listening to what is being said. Effective listening is associated with conveying
enthusiasm and generating interest, by providing reinforcement and constructive feedback
to pupils. These include looking alert, looking at the pupil; who is talking to you, smiling,
nodding and making verbal signals to show you have received and understood the
message or to encourage the pupil to continue, e.g. yes, I see what you mean, go on,
oh dear, mmm, uh-huh.
3 Getting Organised
Some of the options the teacher needs to take come at key moments: the beginning
of the lesson, the start of an activity, the end of an activity, when a discipline problem
occurs in the lesson. A decision taken at such critical moments has great impact.
You need to develop clear routines for monitoring and controlling, for regular
organizational tasks such as taking the roll, distributing materials, clearing away at the end
of the lesson, forming pairs and groups, using equipment.
Adopt a supervisory role at regular intervals throughout the lesson. All gestures and
signals can be effective: a finger to the lips, a hand signal to sit down, a finger to beckon, a
nod to approve something to happen, a head shake to signal disapproval, etc. If it is really
necessary to speak, approach the pupil and say it quietly, not to disturb the rest of the
class.
Anticipate discipline problems and act quickly and decisively. If you are uncertain of
the cause of a disruption (which is very common), approach the disruptive pupil in a noncritical way, asking her/him to report what progress has been made or what problems have
been encountered. Where the misbehaviour is overt, remove the pupil from any possible
audience. Set the pupil to work in a different part of the room, making it clear that s/he may
return when s/he has finished the task. This helps the pupil to accept the arrangement.
Avoid confrontation, which is public and emotionally charged, and can result in conflict
escalation.
Getting started. A first impression is always important. Pupils tune in to the image
which you present to them from the first appearance. Make sure you arrive in time and with
everything you need for the class. Your leaving the classroom or sending pupils to fetch
forgotten items breaks the continuity and gives an opportunity for the pupils minds to
wander.
Glance around to make sure the classroom and resources are in a state of
readiness, with windows open or shut (as they suit you and your pupils) and the board
clean. If not, ask the pupils to help. Then look around to see where the pupils are sitting and
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if their seating arrangement suits you. You may also need to ask pupils to put away things
from their desks.
Make sure you are ready before beginning the actual lesson. Arrange your books,
papers, etc. so that you can pick them up easily as you need them. Keep calm and do not
rush to start. The time you take to get organised may seem shorter to the pupils than you
may think. Allow your pupils to continue to talk quietly, while remaining in their seats, until
you announce that you are ready to begin the lesson. This prevents you from being under
pressure and also makes it clear that when you require silence the lesson will begin.
Make a clear and definite start. You can declare yourself ready by saying clearly and
quite loudly Good morning / afternoon, everybody and waiting for silence before going on.
Then, say briefly what the plan for the lesson is, so that your pupils can be aware of the way
they are progressing through the work, e.g. Today were going to learn. Well be using
Unit in our books. Ive brought for you to Well do some pair work, too But first of
all, I want to ask you
When your way of beginning will become familiar to your pupils, they may even get
prepared for the lesson without you having to ask. The routine nature of this part of the
lesson establishes a secure environment. It sets up an atmosphere that is friendly but
purposeful and conducive to serious and organized work.
Moving from one activity to another. During a lesson, the class moves from one
activity to another. You may also want to change the pattern of interaction from time to time,
so that for some part of the lesson pupils are working with each other, in pairs or in groups.
The activities you choose must suit the objectives you have for the lesson, and many of
them will be based on material in the textbook. There is a wide range of activities which you
can use:
For all pupils, but especially for the weaker ones, a change of activity is motivating as
it gives a new chance to those who have not enjoyed or not done well in the last activity.
Transitions. It is a good idea to mark transition moments, using transition signals,
e.g.: Right. Weve finished, so well leave our books for today and go on to I want you
to listen to and decide There is little point in beginning a new activity while some pupils
are still trying to work out what they must do. For this reason, it is well worth checking and
confirming that everyone has understood.
Always try to move from one part of the lesson to another without allowing a gap to
occur. It is quite difficult to regain the attention of a class, particularly a large one.
Sometimes you can prepare for the next activity while the pupils are busy finishing
the previous one (e.g. you can write something on the board). It is important not to reveal all
the idea for a lesson at the beginning of the period. For instance, if you intend to use a
picture, do not put it on show from the beginning of the class: pin it up and cover it with a
large sheet of paper that can be removed easily. When you show it to the class, the pupils
will have something fresh to focus on and their motivation will be helped. In the same way, if
you are going to use handouts, keep them until the time they are to be used arrives.
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Overhead projectors are especially useful in this respect because you can prepare the
material in advance and reveal it to the class bit by bit.
Pictures and handouts should be made visible or available to all the pupils as quickly
as possible. When you have handouts or other papers to distribute to a large class, do not
try to give every paper yourself to each pupil. A number of handouts can be given to pupils
at different points in the class, asking them to take one and pass the rest on. Then wait
quietly for a few moments so that the pupils have time to look at what they have received. If
you begin speaking at once, many pupils will simply not listen as they will be preoccupied
with what they are looking at. Do not forget that for most people the eyes almost always
take precedence over the ears.
Ending a lesson. Keep an eye on the time so that you are not in the middle of an
activity when the lesson should be ending. Give the homework towards the end but not in
the last few seconds of the lesson. If homework is given too early, some pupils may try to
do it during the lesson. If it is given too late, there may be no time to sort out any difficulties.
It is often a good idea to tell the class what the homework is and then finish the lesson with
an activity which helps with the tasks you have set. This gives an opportunity for any
problems to be raised and helps to make the pupils feel confident that they will be able to
do the homework.
It is better to finish a little early rather than late, even if you have to say Well have to
leave this exercise until another day. Its almost time for the end of the lesson. The pupils
will appreciate your courtesy in finishing on time. Conclude the lesson, rather than just stop
by saying something which indicates that you have finished. For instance, refer to what has
been done and to what you plan to do next.
When you are not in a hurry to your next lesson, take time gathering up your
materials and books. Then, individual pupils have an opportunity to speak to you informally,
and you may have time to say a few friendly words (in English) to some of the pupils. Of
course, you must not delay pupils and make them late for their next lesson.
Leave the classroom in good order as you would expect to find it. You can ask the
pupils to help you. Even if it is normal in your school for a pupil to be asked to clean the
board, you should ensure that it is clean before you leave the classroom and, if necessary,
clean it yourself.
4 Patterns of Interaction
Classroom interaction is central to effective instruction. However, your pupils work
better in some circumstances than in others: some pupils may prefer a collaborative and
conversational style, with interruptions and more than one pupil talking at a time. Others
tend to be less active and yet others more independent.
The most common type of classroom interaction is that known as IRF: Initiation
Response Feedback. The teacher initiates an exchange, usually in the form of a
question, one of the pupils answers, the teacher gives feedback (in the form of assessment,
correction, or comment), then initiates the next question, and so on. There are however,
alternative patterns: the initiative does not always have to be in your hands. Interaction may
be between pupils, or between a pupil and the material.
Here are some interaction patterns ordered from most teacher-dominated to most
pupil-active:
Teacher talk: the teacher is talking or reading aloud with all pupils listening. There may
be some kind of silent pupil response, such as writing from dictation or making notes in
notebooks. There is no initiative on the part of the pupils.
Closed-ended teacher questioning: the teacher asks a question which can get only
one right response.
Open-ended teacher questioning: the teacher asks a question to which there are a
number of possible right answers, so that more pupils answer each cue.
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Choral response: the teacher gives a model which is repeated by all the class in
chorus; or gives a cue which is responded to in chorus.
Pupil initiates, teacher answers: the pupils think of questions and the teacher
responds. Such an interaction pattern can be found in guessing games. The teacher
decides who asks the question.
Five types of pupil groupings are common in the classroom:
Whole-class interaction: the whole class is working together with the teacher; the
pupils debate a topic or do a language task as a class. The teacher may intervene
occasionally to stimulate participation or to monitor.
Individual work: the teacher gives a task or set of tasks, and the pupils work on them
independently. They may also mix together as individuals. The teacher walks around
monitoring and assisting where necessary.
Collaboration or pair work: the pupils do the same sort of tasks as in individual work,
but work together, usually in pairs. The teacher may or may not intervene. This is
different from group work where the task itself necessitates interaction.
Group work (done in small groups of three to eight pupils): the pupils work on tasks
that entail interaction, conveying information or making decisions. The teacher walks
around listening and intervenes little if at all.
Self-access: the pupils choose their own learning tasks, and work autonomously
Varying groupings is one way of enabling a variety of experiences for the learners.
The range of activity patterns is infinite, but we can group them into two main
categories:
1. whole class teacher-led activities
2. pupils independent activities
whole class
teacher presentation
class dialogue
pupil activities
tutorial
briefing
reviewing
discussion
Teacher-led activities
individual work
Independent activities
library work
course work
project work
homework
private study
discussions
collaborative projects
private reading
use of audio/video/IT technology
pair work
15
Individual work is a good opportunity for the pupils to work entirely alone. Such an
opportunity should be given frequently to all pupils. Good prior instructions are
essential, as is the need to give additional support if it is required.
Paired work is very popular and usually the classroom seating decides the pairing. It is
easy to use the pair as the normal unit for independent work and to break for individual
work occasionally, or combine with other pairs for small group work.
Small group work can be very productive, but it is not easy to manage. Many young
pupils may run into difficulties when they are left on their own. Working well as a
member of a small group is an advanced activity which even adults may find hard to
handle. That is why you need to offer constant care and monitoring of the group
progress.
Whole class teacher-led activities. Whole class activities play an important part in
classroom management. They can be very attractive and powerful, and they can be an
opportunity for you to show your charisma.
A teachers presentation can be very effective if it is done for short periods and with
sparkle. The pupils can be inspired and stimulated by the charisma of a teacher with
good presentation skills.
Class dialogue (also known as the Socratic method) is a very useful method. By
skilful questioning, you can lead the thinking of the class. Class dialogue is best when it
is lively and motivating for the pupils. However, it needs firm and careful handling, as it
can lose its vitality and become mechanical and repetitive.
Pupil activities, that is giving the pupils something to do, help to bring variety into
whole class teaching. The pupils may all repeat something in the chorus; or respond to
a cue, they may take notes, or write after dictation. The teacher remains in control of
what is happening, but the pupils are given opportunities to be active.
Tutorials. Not as common as whole class teaching, mostly used in private schools,
tutorials (extra-class small group work) are also teacher led. Tutorials can make a real
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difference to the quality of the pupils learning. During tutorials, you can help the pupils to
prepare for their next assignment, give them guidance, and indicate resources, possible
problems or standards. Reviews can also be organised during tutorials to look back at the
work which has been completed, and to assess it. Tutorials can be organised to encourage
the pupils to talk about their work, and to explore issues and ideas together, or to allow you
to help them overcome their difficulties. Working in a small group, during tutorials it is easier
to identify problems and to offer pupils more personal and individualised support.
Whole class teaching is an important part of a teachers repertoire of methods, and
has a lot of potential. It relies on teacher talk, which may be more or less inspiring and
motivating. That is why, during class teaching the pupils may become passive as individual
differences are ignored and their motivation may decrease. However, class teaching has its
place in the repertoire of a teacher, provided it is not the only method in use!
Pupils independent activities
Before reading the next section, try to think of a few important
advantages of pupils independent activities.
the pupils show study skills (personal organization and learning skills)
they take active steps to prepare for work
they show initiative in finding the resources they need for the work assigned
they show initiative in getting help from their classmates before seeking help from the
teacher
they offer help to classmates
they contribute to the task in a responsible way
they are often organized in teams
they often follow up classroom work with further investigation
they are so involved or absorbed in their work that the teacher is able to step back.
Independent learning can take place in various groupings: individual, pair or team /
small group. The pupils need to be thoroughly prepared and briefed for independent
learning tasks and they should be constantly monitored and controlled.
Two modes of independent learning can be distinguished a) supervised study
(individual or paired work), and b) supported independent work (individual, paired or small
group).
Mode
Pupil grouping
Supervised learning
Briefing for
task
individual or paired
Monitoring and
control
Teacher circulating
whole class
Supported
independent work
individual paired or
small group
Teacher circulating
group
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Supervised learning
In supervised learning, the teacher sets a task or a series of tasks to be done
individually, or in pairs. After you give the explanation of what to do and how to do it to the
class as a whole, the individual pupils or pairs then proceed with their tasks. Your role is to
monitor to move around the class, checking that everyone is on task, helping with
problems, making suggestions, giving advice, supervising work and behaviour. During such
an activity, you can find opportunity to talk to individuals or small groups. This system helps
the pupils to be more active and this can be an important move towards real pupil
independence.
However, when working individually, the pupils may feel deprived of the stimulus of
working with other people, or they may find out that they are unable to make decisions and
are still dependent on your directions.
Here are a few suggestions for how you can reduce the pupils dependence on the
teacher:
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Cooperative learning
Most foreign language teachers hope to teach small classes in which pupils are more
or less homogeneous in terms of foreign language proficiency. However, most teachers find
themselves working with a class of thirty or more pupils who exhibit a wide range of
abilities. This less than ideal situation often leads to the use of teaching methodology which
does not promote optimal learning: interaction in the classroom is dominated by a teacher
who ignores individual differences with the pupils mainly responding to the teachers
initiatives. Another characteristic is one in which every pupil in class is doing more or less
the same thing, at the same time, and in the same way (Ur, 1996: 233).
Cooperative learning can be implemented by a number of principles and techniques,
and when carefully planned and executed, it can lead to a dynamic classroom interaction
that promotes more learning. Benefits of cooperative learning include (Richards &
Renandya: 49 f.):
With cooperative learning, pupils work together in groups whose usual size is two to
four members. However, cooperative learning is more than just putting students in groups
and giving them something to do. Cooperative learning principles and techniques are tools
which teachers use to encourage mutual helpfulness in the groups and the active
participation of all members. In planning and executing cooperative learning, you have
many decisions to make. In the planning stage you need to think about questions such as
whether to stimulate intrinsic or extrinsic motivation, how much choice to give pupils in such
matters as how, about what, and with whom they will collaborate and how tightly to
structure activities to help encourage effective cooperation.
5 Pupils Groupings
Pair work and group work
In pair and group work pupils perform a learning task through interaction. Both pair
and group work are forms of learner activation that are of particular value in the practice of
oral fluency. They have the added advantages of fostering learner responsibility and
independence, of improving motivation and contributing to a feeling of cooperation and
warmth in the class.
Pair and group work can mark a transition from one stage of the lesson to the next. If
the pupils are reluctant to join in group work, then the first step is to overcome their
preconceptions. Here are a few arguments you can use (Lewis, 44):
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If the barrier to group work is managing large numbers, you could experiment
different types of group work which call for different management skills: free discussions,
projects, or tasks. In free-discussion groups, you can use the multilevel nature of the class
to advantage by appointing specific roles to avoid problems such as having one student
dominating the group and others sitting passively. A chairperson invites people to speak
and holds back those who have talked long enough; a timekeeper watches that the group
moves on to various stages of the activity, a reporter takes notes ready for reporting back.
Another type of group work is the project. Projects involve collating material from a
number of sources (the Internet, libraries, informants, etc.)
The most specific type of small-group activity in the language class is the task (e.g.
to categorise a collection of words). A task requires input data, procedures, goals, and
specific roles for teachers and learners.
Whether the group work activity is a discussion, a project, or a more specific task, it
can have a variety of goals/aims. In a multilevel class, aims can be graded for different
members of the group, according to their language competence, by modifying:
Some teachers may be hesitant about using pair and group work with very large
classes. They fear that they will have difficulty in controlling the pupils. There is no doubt
that collaborative work can lead to a lot of noise if it is not controlled carefully. For this
reason, you may find it useful to explain why you want to do pair work and group work and
to impress upon the class the need to behave in a responsible way. On the first one or two
occasions when you organise pair or group work, you should be especially firm in dealing
with noisy or troublesome pupils.
Some thinking needs to be given to the life-span of the group. While permanent
groups may not be the best solution, constant changes are not advisable, either.
A group should start with a clearly defined task to be done within a defined time. This
helps the pupils build a sense of team identity but also removes the fear of being locked into
a grouping which an individual may feel uncomfortable with. While the pupils are working in
pairs or groups, you need to observe how well they interact together. You will need to
change the pairs to groups in future if you notice that some pupils cannot concentrate on
the task and talk about something else (usually in Romanian), that one pupil dominates the
group, or that some weaker pupils are lost.
The advantages of pair and group work soon become apparent. Questions directed
at the pairs or at the teams can anticipate longer, more thoughtful answers, which are the
result of group deliberation. This overcomes the main disadvantage of the class dialogue
which can degenerate into a succession of short questions, with one-word answers
supplied by the bright and eager, and the teacher jumping from one student to another in
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search of the right answer. In the collaborative work approach, different solutions can be
explored, and pupils can learn to justify their arguments to their fellow group members.
As with other forms of organisation, pair and group work can be overdone. The
teachers challenge is to decide which class activities can best be done individually, which
work well in pairs or groups, and which call for whole-class work.
Pair work organisation. The amount of practice each pupil gets is greatly
increased by the use of pair work. The pupils can sit either facing each other for
conversation or side by side when looking at the same book or paper. Pair work can be
done simply by some pupils turning round or moving along a bit to sit with a partner. Young
learners tend to prefer to make pairs with their special friends and this is often perfectly
satisfactory. However, it is a good idea sometimes to vary who sits with whom. It is sensible
to be more selective about pairing if you are planning an activity which is long and perhaps
difficult for some pupils. You may wish to try to pair a good pupil with a less able one, if this
can be done without it being too obvious.
For quick snippets of oral practice, use random pairing which occurs as a result of
seating. This has the advantage of not interrupting the flow of the lesson too much.
To organise pair work, you need to give a clear directive, e.g. We can do this as pair
work. Will the front row please turn round and work with the people behind them. Pupils
soon get used to the idea of pairing, and a simple Well do this in pairs prompts them to sort
themselves out quite quickly and quietly.
Group work organisation. Group work tends to occur less frequently but pupils who
have got used to pair work can easily be put into groups..
Group size. Generally speaking, the smaller the group, the more each member talks
and the less chance there is that someone will be left out. If time is short, smaller groups
can usually do an activity more quickly. Smaller groups also require fewer groupmanagement skills. Thus, when starting group work, groups of two (pairs) or three may be
best.
The advantage of larger groups is that they provide more people for doing big tasks,
increase the variety of pupils in terms of their skills, personalities, backgrounds, and reduce
the number of groups for the teacher to monitor.
Before you fix the group size, say what resources (books, handouts, etc.) the pupils
will need.
Forming the groups. One way (Jacobs and Hall, 54 f.) is to organise groups as for
pair work, and then say Were going to work in bigger groups, so you three pairs make
Group 1, you three Group 2, and so on. With a class which is used to group work you may
say Were going to do the next activity in groups. So take your notebooks and pens and get
into groups of six, please. A few moments of chaos may follow, but once group work has
become a normal part of the class routine, it will not be much trouble.
Most experts suggest that teacher-selected groups work best. At least until pupils
become proficient at collaboration. Teacher-selected groups usually aim to achieve a
heterogeneous mix. Such a mix promotes peer tutoring, helps to break down barriers
among different types of pupils, and encourages on-task behaviour.
In creating
teacher-assigned groups, factors to consider include language
proficiency, sex and diligence.
An effective way to set up mixed-proficiency groups is to band the learners names in
four proficiency clusters from high to low and then select randomly from within each band
so that groups will involve learners with a range of proficiencies. Other criteria such as sex
and diligence can be considered whom to decide from each band.
Random grouping has the advantage of being quick and conveys the idea that one
can work with anyone. A way of randomising groups is counting off. Take the number of
students in the class, divide by the number of students you want per group. And the result
will be the number students should count to. Other ways of randomising include using
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playing cards, giving out numbered pieces of paper, distributing cards with different
categories on them (such as animals, plants, names of countries, and so on) and letting
students groups themselves according to the category. All the animals would find each
other and form a group, all the plants would look for the other plants, and so forth.
Once the groups have been formed, give clear, precise instructions about what you
want them to do. Also, give examples of what you expect and indicate how much time they
will have to complete the task. The instructions given at the beginning are crucial: if the
pupils do not understand exactly what they have to do there will be time-wasting, confusion,
and lack of effective practice. A preliminary rehearsal or dry run of a sample of the activity
with the full class can help to clarify things.
A group of 4 8 pupils is large enough to produce a variety of opinions and
responses, but small enough to give each pupil a sense of belonging. If each group consists
of an even number of pupils, this allows you to set activities for pairs or for the whole team.
A common approach is to start an activity with paired work and to take the results of pair
work to the whole group.
Some teachers find that having group leaders (different ones on each occasion)
and/or giving each group a name (Group A, Group B, etc. or the Wonder team, the Dream
team, etc.) helps to make the session run smoothly. At first you will probably want to name
the leaders, but in time each group can choose its own. Every group member should have a
job and be answerable to the group. The jobs should be rotated frequently. Also, every
member of the group should know that help for another member of the group is
encouraged.
Select tasks that are simple enough to describe easily. Sometimes it may be costeffective to explain some or all in Romanian.
You should be able to foresee what language will be needed, and have a preliminary
quick review of appropriate grammar or vocabulary. Also, before giving the sign to start, you
should tell the class what the arrangements are for stopping: if there is a time limit, or a set
signal for stopping. If the groups simply stop when they have finished, then you should tell
them what they will have to do next.
In the table below tick the advantages that characterise pair
work, group work or both:
pair
work
group
work
both
When pupils become good at working in groups, they can group themselves,
according to their interests, for self-directed projects.
Pair and group work in progress. While the pupils are working in pairs or groups,
you have two options: either to go from group to group, ask and contribute, or keep out of
the way. You could stand at the front, at the back or anywhere else in the classroom, and
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monitor what is happening, or go round the class observing. You can be acting as monitor
or as prompter, resource or tutor.
What can your contribution be during pair and group work?
During pair and group work you have an opportunity to work with individual pupils
whom you feel would benefit from your help. Do not spend too long with one pair or group
as this sometimes leads to other pupils losing interest in the task as they feel you have lost
interest in them. Pair and group work which goes on for too long cause problems as the
pupils get bored.
If you have set a time limit, this will help you to draw the activity to a close at a certain
point. In principle, you should try to finish the activity while the pupils are still enjoying it and
interested, or only just beginning to flag.
A frequent problem is that some pairs or groups will finish earlier than others, and will
want or need to do something else. When they are tired, some will be happy to just wait for
the others to finish. Sometimes you need to organise an individual activity to follow, and
return to a discussion of outcomes when everyone has finished. For such situations, May
(1996: 8) suggests the following solutions:
In other circumstances, you may ask them all to stop the activity after the first pairs or
groups have finished. This solution removes the problem of boredom, but it may demotivate those who have not yet finished.
Getting the classs attention during group work. Un case you feel there is a need
to bring group discussions to a temporary halt, you may raise the hand. When pupils see
this, they are to raise their hands also, bring their discussion to a close and alert other
pupils who may have not seen the teachers raised hand, and face the teacher. Other
possible signals include knocking on the board, ringing a bell, playing a musical instrument,
blowing a whistle, snapping ones fingers or flicking the lights on and off. Some teachers
play music in the background as groups study together. In this case, turning off the music
can be the attention signal. One pupil in each group can take the role of group checker with
the responsibility of watching out for the teachers signal.
Noise level with group work. A signal similar to the one used to get the classs
attention can be used as a sign to continue working more quietly. Another idea is to have
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one pupil per group as noise monitor or quiet captain whose fuinction is to urge the group to
collaborate actively yet quietly. Having pupils sit close together not only helps reduce the
noise level, but also helps foster cooperation and minimises the chance of someone being
left out.
Dealing with reluctant pupils. Discussing the advantages that pupils can derive
from learning in groups may help overcome resistance to group activities. These potential
advantages include learning more, having more fun, and preparing for tasks away from
school in which collaboration is necessary. Pupils may look more favourably on cooperative
learning if they understand that talking with others is a language learning strategy that they
can apply outside of class as well (Oxford, 1990).
Group games may encourage pupils to look forward to other group-learning activities.
Many enjoyable games also teach academic and social skills.
Starting with pair work and assigning tasks that require exchange of inofrmation,
providing language support (vocabulary and structures) so that the pupils are more likely to
succeed, all facilitate group work. Success will build confidence in the ability to work in
groups. Pupils who refuse to work in groups can be allowed to work on their own. After a
while, they may want to take part in the group interaction.
Keeping groups together. Keeping groups together for fairly long periods gives
them a chance to become comfortable with one another, allows them to form a group
identity and bond, and gives the opportunity to learn how to overcome difficulties they have
working together. Groups that stay together for longer periods of time facilitate long-term
projects.
You should resist the tempatation to disband groups that are not working well. Stress
to pupils that we need to learn to be able to work with all sorts of people, including those
whom we do not like. Use team-building activities and instruction in collaborative skills to
help create a spirit of togetherness in groups. However, even when pupils are in long-term
groups, short one-shot activities can be done with different grouping configurations; this
may add variety.
Feedback to pair and group work
When pairs and groups stop working together, a feedback session usually takes
place. The pupils need to discuss what occurred during the activity, and you need to
provide assessment and make corrections. Feedback on the task may take many forms:
Where the task had definite right or wrong answers, you need to ensure that it was
completed successfully. By comparing solutions, ideas, and problems, the pupils can reach
a better understanding of the task or topic. An alternative is not to treat the discussion of
goals as a whole-class activity, but to discuss with pupils group-by-group how their goals
have been reached.
Your main objective is to express appreciation of the effort that has been invested
and its results. Constructive feedback on pupils work will enhance their motivation.
Feedback on language mistakes is only one part of the process. Feedback on language
may be integrated into the discussion of the task, or provide the focus of a separate lesson
later.
The achievements of the group members could be publicised and recorded either
individually, or as sum totals for the group. Rewards (and minor sanctions) should be given
on a pair or group basis.
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25
Activity
Purposes
1. independent tasks
2. direct teaching
as above, reversed
1. communicative tasks
2. independent work
focus on meaning
follow-up to direct teaching
In this model, the teacher has different roles at different times. For example:
Here are some common ways in which teachers unintentionally hinder or prevent
learning.
TTT (Teacher talking time). English teachers tend to believe that silence is horrible
and fill it with their own talk. However, the more a teacher talks, the less opportunity there is
for the learners. They need time to think, to prepare what they are going to say and how
they are going to say it. Allow them the time and the quiet they need. Dont feel the need to
fill every gap in a lesson, and explore the possibilities of silence.
Echoing. If you tend to echo what the students say, start to control this; the students
will get more talking time and they will start to listen to each other more. When you echo
they will learn that they dont need to listen to anyone except the teacher, because they
know the teacher will repeat everything.
Helping the students with sentence completion. Often the teacher is so
desperate for the students to say what she wants them to say that she predicts the words
the student will produce and often adds tails to sentence after sentence. This kind of doing
the hard work for the pupils is counter-productive for them. Pupils need to learn to finish off
their own sentences, using their own words and their own ideas.
Complicated and unclear instructions
Unplanned, unstructured instructions are extremely confusing to students. They
understand a small percentage of what the teacher is saying and guess only from one or
two words they catch what the teacher is trying to say. Work out what is essential for them
to know and tell them only that.
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27
Summary
Effective lesson management needs careful planning. The cornerstone of effective
management is a clearly understood and consistently monitored set of rules and
procedures that prevents management problems in all stages of the lesson. These take into
account both the characteristics of the pupils and the physical environment of the
classroom. Lesson rules and procedures are the steps for the routines the pupils follow in
their learning activities.
While in whole class teacher-led activities opportunities for pupil participation are
limited, collaborative learning activities (pair work and group work) rely on interaction to
promote cooperative knowledge construction, increased motivation and interest.
What a teacher can hope for in the classroom can be summarised in these three
hopes for pupils and three for the teachers (Stevick 1996: 250):
about
...
Further Reading
Capel, Susan, Leask, Marilyn and Turner, Tony, 2009, Learning to Teach in the Secondary
School: A Companion to School Experience, Routledge
Harmer, Jeremy. 2001. The Practice of English Language Teaching, Longman
Jacobs George M. and Hall, Stephen. 2002. Implementing Cooperative Learning in
Richards, Jack C. and Renandya Willy A., Methodology in Language Teaching.
Cambridge: CUP.
Lewis, M. 1998. Diverse levels and diverse goals in a community class. In J. C. Richards
(ed.) Case studies from second language classrooms. Alexandria, VA: TESOL
Lewis, M. 2002. Classroom management. In Richards, Jack C. and Renandya Willy A.,
Methodology in Language Teaching. Cambridge: CUP.
May, P. 1996. Exam classes. Oxford: OUP.
Oxford, R. L. 1990. Language learning strategies. What every teacher should know. New
York: Newbury House.
Richards, Jack C. and Renandya Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
Rogers, B. 2002. Classroom Behaviour, London: Paul Chapman Publishing.
Scrivener, J. 1994. Learning Teaching, Heinemann.
Stevick, E. W. 1996 Memory, meaning and method. Boston, MA: Heinle & Heinle.
Underwood, Mary .1987. Effective Class management. A Practical Approach, Longman.
Ur, Penny .1996. A Course in Language Teaching. Practice and Theory, Cambridge
University Press.
Wragg, E.C. and Brown, G. 2001. Questioning in the Secondary School, London: Rutledge
Falmer.
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LESSON PLANNING
The success with which a teacher conducts a lesson is often
thought to depend on the effectiveness with which the lesson was
planned. (Richards 1998: 103)
If the time you spend with the pupils in the classroom is to be used effectively, you
need to plan carefully each lesson, taking account of how pupils learn, the requirements of
the curriculum, the most appropriate techniques and resources available as well as the
evaluation of previous lessons. Three levels of planning are particularly relevant to work in
the classroom: the scheme of work, which outlines a long term activity, timetabling
(planning and sequencing a series of lessons), and the lesson plan for each individual
lesson.
Many of your decisions intended to promote learning in the classroom will be based
on your answer to the question: How do I plan my lessons to promote as much learning as
possible? Planning includes all the decisions you make before working directly with the
pupils. Most teachers have in advance some idea of any lesson they are about to teach: of
what they will try to cover and how. Fewer teachers prepare their lessons in detail.
However, you are encouraged to write a wide range of lesson plans. Even though you may
later on choose to plan your lessons more skeletally, the exercise of thorough and
disciplined planning will provide you with an insight into your teaching and will make your
lessons more effective.
During the planning phase, you will make decisions about goals, activities, resources,
timing, pupils grouping, and other aspects of the lesson.
Objectives
By the end of this lecture you will:
be able to formulate main and subsidiary lesson aims for various types of
lessons
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more likely it is that you will be ready to cope with whatever happens. Lesson plans are
systematic records of the teachers thoughts about what will be covered in a lesson. A
lesson plan helps the teacher think about the lesson in advance and be prepared to resolve
problems, deal with difficulties, provide a structure for the lesson. According to Richards
(1998, 103), a lesson plan is like a map for the teacher to follow and a record of what has
been taught. If the content of the lesson is often decided elsewhere, how much you teach in
each lesson and how you teach it are the teachers own decision.
In this country, teachers are given clear guidelines about what to teach and the
goals for pupils learning within the subject. These goals are usually set out in government
produced documents, e.g. the National Curriculum, syllabuses, school documents and
syllabuses prepared by examination boards. You need to become familiar with the
curriculum requirements and the terminology relevant to your subject. However, before you
plan individual lessons, you need an overall picture of what learning is planned for the
pupils over a period of time. This overall plan is called a scheme of work and in this country
schemes of work cover a years work and the work for each term. Teachers engage in
yearly, term, unit, weekly, and daily lesson planning. Yearly and term planning usually
involve listing the objectives for a particular programme. A unit plan is a series of related
lessons around a specific theme, such as Going shopping (see also Timetabling).
Planning daily lessons is the result of a complex planning process that includes the yearly,
term, and unit plans. A daily lesson plan describes how you will organise the pupils
learning in order to attain specific objectives, in other words, how your teaching behaviour
will result in pupil learning.
The scheme of work, the timetable, and the lesson plan
There are three main stages to planning for pupil learning:
1. preparing an outline of the work to be covered over a period the scheme of
work;
2. planning and sequencing a whole series of lessons - timetabling;
3. planning each individual lesson the lesson plan.
While the formats for the schemes of work and lesson plans in use may differ and
the level of detail may vary between different approaches, the purpose is the same to
provide an outline of the work to be completed either over an extended period (scheme of
work planificarea anual sau trimestrial) or in the lesson (lesson plan) so that the
planned learning objectives and learning outcomes can be achieved. The best plans are the
ones which support you in your teaching so that your pupils learn what you intend them to
learn.
The scheme of work
This might also be called programme of work or unit of work. It is a long-term plan
for the pupils learning. It sets out the long-term plans for learning and thus covers an
extended period of time a year or a term. A scheme of work should be designed to build
on the learning which has gone before in order to ensure continuity of pupil learning.
Schemes of work should be designed to ensure that the knowledge, skills,
capabilities, understanding and attitudes of the pupils are developed over a particular
period in order to ensure progression in learning. Progression means the planned
development of knowledge, skills, understanding or attitudes over time.
Usually on school experience you are given or at least shown a scheme of work. In
putting this together, the classroom teacher has considered a number of questions:
1. What are you trying to achieve? (Aims for the scheme of work and learning
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Timetabling
Timetabling involves planning and sequencing a series of lessons. The fundamental
questions that you need to answer are:
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You need to consider a few more questions when you sequence a series of lessons.
Here are some:
1.
2.
3.
4.
5.
The syllabus provides a longer term overview. It lists the contents of a course and
puts the separate items in an order. In Romania there is a national syllabus for each
subject, but in other parts of the world the syllabus is given by the coursebook or decided
by the teacher.
Having a syllabus can be of great help as it sets out clearly what you as a teacher
are expected to cover with your class. It can be a burden too, if it is unrealistic for your
students in terms of what they need or are likely to achieve within a certain time.
Timetabling in practice
The day-to-day, weekto week decisions about how to interpret a syllabus into a
series of lessons are usually wholly or partly the teachers job. This process typically
involves you looking at the school syllabus or/and coursebook contents page and trying to
map out how you will cover the content in the time that is available, selecting items from the
syllabus and writing them into the appropriate spaces on a plan. Timetables are usually
written out in advance (at the beginning of the term). In most schools a head of the
department or school principal may provide you with a timetable format.
A time table enables other teachers to understand what work is being done in your
class. The information it provides may be especially important if another teacher shares
your class with you or takes over from you. The timetable should give others a clear idea of
what work was planned for a particular lesson and also show how that fits into the overall
shape of the week and the course.
Here are some practical guidelines for timetabling:
1. Analyse the contents of the textbook and fill in an analysis sheet.
2. Review and note down separately:
a) links with previous units work;
b) your perceptions of the pupils needs (in terms of language needs, skills, recycling
and remedial work).
3. Take a look at the next unit.
4. Using the information from 1 and 2 decide:
a) what to teach, and what to omit;
b) which material is useable for what (input and practice, skills and freer practice,
warmers and homework, etc.);
c) where you need to supplement with other material.
5.
Allocate: a) input and skills, paying attention to the balance within and
between lessons; b) relevant bits of textbook; c) homework (including balance and variety).
6. Review and make changes as appropriate. Think about when you teach
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vocabulary and pronunciation, what and how often you recycle, when you introduce new
language receptively for later activation, when you set grammar preparation homework, etc.
Lesson Planning
Although planning is sometimes seen as a chore, lesson planning has enormous
advantages for both pupils and teachers. Here are a few of the (internal) advantages a
teacher may have from planning:
The pupils will benefit from the decisions made by the teacher after considering their
backgrounds, interests, learning styles and abilities. The result of these decisions will be a
coherent, varied, well-targeted and well-shaped lesson, which will be appreciated by
your pupils.
Moreover, there are external reasons for planning lessons: teachers may be asked
to do this by the school principal or a supervisor or to guide a substitute teacher. A lesson
plan will also be a guide to anybody observing your teaching or reading about your
lessons:
A lesson plan will help your observer or reader see how you have prepared for your
lesson and the factors you have taken into consideration.
A lesson plan makes the task of commenting upon lessons much easier. It explains
why you are doing something at a particular point in a lesson, and it may locate and
identify any problems.
A lesson plan is something concrete that can be referred to. This is useful either in
feedback with your inspector, observer and tutor or for your reader.
Think first!
What elements do you need to know before starting to plan for
an English lesson?
The lesson plan provides an outline of one lesson within a scheme of work. In
planning a lesson, you are working out the detail required to teach one aspect of the
scheme of work.
The following information is required to plan effectively:
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1.
Overall aim(s) of the scheme of work and the specific learning objectives of
the lesson. Defining learning objectives and associated learning outcomes which clarify
exactly what learning you hope will take place is a crucial skill for the effective teacher.
These help you to be clear about exactly what pupils should be achieving and help the
pupils understand what they should be doing. However, drawing up effective objectives and
specifying and planning for outcomes require considerable thought. Listing learning
objectives introduced by the phrase By the end of this lesson, pupils will be able to
may help you to devise clear goals and to understand the difference between aims (general
statements), learning objectives (statements about specific goals, e.g. demonstrate an
understanding of an idiom) and learning outcomes (specific lesson outputs, e.g. the
accurate completion of an exercise with idioms).
Words that help you be precise are those such as state, describe, list, identify,
prioritise, solve, demonstrate and understanding of. These words force you to write
statements which can be tested. If you think your learning objectives are vague, ask
yourself whether objectives can be measured and if the learning outcomes make it clear
what the pupils must do to achieve the objectives. When you tell the pupils what learning
outcomes are expected from the lesson so they understand what is expected of them?
Objectives may be related to knowledge, concepts, skills, behaviours and attitudes.
2.
Range of abilities of the pupils. A teacher needs to incorporate differentiation
into planning. This refers to the need to consider pupils individual abilities when work is
planned so that both the brightest pupils and those with lesser ability are challenged and
extended by the work. Differentiation can be achieved, for example, by outcome, i.e.
different types or qualities of work may be produced, or by task, i.e. different tasks may be
set for pupils of different abilities, or by teacher input.
Also, ask yourself whether they will enjoy the lesson and how they will benefit from
it. Plan for your pupils. If you do not know much about the class, try to find out as much as
possible about them before you decide what to teach. Bear in mind their level of language,
their background, their motivation and their learning styles.
3.
Time available. In all lesson plans, you need to mention the (anticipated) time
spent on each activity, so that, during the lesson, you can see easily if it is necessary to
adapt the original plan to fit the time available.
4.
Resources available (texts, tapes, pictures, exercises, role-cards, etc.). Before
planning, check what resources are available and how they can be reserved.
5.
Classroom management (what you will say, how the seating will be arranged,
how much time each stage will take, etc.). This should be suitable to the topic and subject.
6.
Teaching strategies and the learning situations. These should be set up as
appropriate to the work being covered. Modelling, explaining and questioning are three key
skills which you should work to improve. It is a good idea to write out questions in advance
which you may want to use to test the pupils grasp of the topic and which develop thinking.
Phrasing appropriate questions is a key skill for a teacher.
7.
Assessment methods. Decide which ones to use in order to know whether
your learning objectives have been achieved.
8.
What did the pupils know now? As your experience of the curriculum and of
pupils learning develops, you will find it easier to answer this question. You need to
consider what has been taught before as well as the experience outside school which
pupils might have had. It may be appropriate to do some form of testing or analysis of
knowledge, skills, attitudes and understanding or to have a discussion with pupils to
discover their prior experience and attitudes to the work in question. As a student teacher
you should seek advice from the staff who normally teach your classes.
Your lesson plan will reflect many of the important features of your lesson:
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Activities
Language
skills
Language
type
Subject and
content
Practical realities
The plan
Fig. 3.1 Lesson Planning
(after Harmer, J., 2001, The Practice of English Language Teaching, p. 310)
We therefore need to look at the construction of a lesson and at writing lesson plans
and consider what they should contain.
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Decide what the pupils will be doing in the classroom and how they will be grouped.
Think what kind of activity would fit them at any particular point in the lesson. Vary
and balance the activities so that each pupil gets a chance of finding the lesson
engaging and motivating.
Decide which language skill(s) you need to develop in that lesson. Your choice may be
limited by the syllabus or the textbook. However, you still need to plan how the pupils
will work on the respective skill(s) and what sub-skills you want to develop.
Decide what language (e.g. lexical items, grammar structures) you need to introduce
and practise.
The key question, probably, is What are the aims of the lesson? If you can answer
this if you can be clear about what you hope your learners will have achieved by the end
of the lesson then perhaps the other questions will become easier to answer.
Starting from the textbook, select the content. Keep in mind that the textbook is just
a guide and that you are free to replace what is given in the textbook with something else.
You are, after all, the class teacher who knows the pupils personally and can predict which
topics will be found interesting and which boring. Remember however, that the most
interesting topic will become boring if the task set for the pupils is uninteresting and that, on
the other hand, topics that are not particularly interesting can become very successful if you
assign a task that your pupils find engaging.
Harmer (1991) also includes the following elements in a lesson plan:
a.
b.
c.
d.
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1.
2.
3.
4.
5.
6.
7.
Timetable fit
Level
Time
Class profile
Aims (main and subsidiary)
Assumed knowledge and anticipated problems
Materials and aids
1. Timetable fit. This shows how your lesson fits into a sequence of lessons. Here
you need to show how this lesson relates to other lessons that have gone before and those
that will follow. State briefly what textbook you are using with the class, the work relevant to
the lesson that you have covered and give some indication of how the lesson will be
consolidated in future lessons.
2. Level. Here you state the level of the class: Beginner, Elementary, Lower or Upper
Intermediate, Advanced, or Proficient and the year of study.
3. Time. The usual length of a lesson is about 50 minutes.
4. Class profile. Make some brief general comments about the class as a whole
(atmosphere, etc) and mention any relevant points about individual students (age, particular
strengths or weaknesses, etc). This information is particularly useful if your reader, tutor or
inspector has not seen your lesson.
5. Aims (main aim/objective and subsidiary aims). For every lesson you teach,
and for each activity within that lesson, it is useful to be able to state what the aims are. An
aim is the description of a learning outcome, the destination where you want to take your
pupils (not the journey itself). It is important, therefore, to separate mentally the following
from the aims of the lesson:
(a) the material you use;
(b) the activities that will be done;
(c) the teaching point (the language skills or systems that the lesson will work on);
(d) the topics or contexts that will be used;
You cannot say, for instance, that your aim is to do a role-play since this is an
activity, not an aim. You need to specify what your aim for the activity (subsidiary aim) is
(e.g. to consolidate vocabulary related to previous work in class or to recycle expressing
polite refusals, or to develop fluency in etc.)
In the following list of headings, say which is an aim and which is
an activity.
a)
Develop the scan reading skill;
b)
Dialogue building;
c)
Headway p. 36;
d)
Grammar revision: conditional clauses;
e)
Jigsaw reading;
f)
Further practice of /s/ vs. /z/ and /iz/ in plural endings;
g)
Introduction of the language of disagreeing;
h)
Warmer;
i)
Elicit use of Present Perfect.
6. Assumed knowledge and anticipated problems. Thinking about your pupils
when you are planning is crucial. The assumptions and anticipated problems are the
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specific things, relevant to the aims of your lesson, which you anticipate your pupils may
either find easy or have problems with. This is an important part of your lesson plan since it
shows your ability to analyse language.
Specify briefly what relevant language you think your pupils already know
(vocabulary, structures, etc). If you intend to do some skill work, state the level of ability
your pupils have with that skill.
It is more difficult to make assumptions about levels of skill than about levels of
knowledge. If you have recently taken over a class, then you may need to test out the
pupils skills before you can make any safe assumptions.
Analyse anticipated problems under the following headings on your lesson plan: a)
meaning, b) form, c) phonology, and d) level of skill (e.g. present level of your pupils ability
in coping with listening tasks). Occasionally, you may need to add a fifth heading, e) sociocultural problems.
Here are some example statements of assumptions and anticipated problems:
The pupils have good gist listening skills but are not very used to listening to
loudspeaker announcements.
The pupils have come across most of the vocabulary before, but only in their reading.
The pupils are familiar with the topic area; it was the subject of a discussion in a
previous lesson.
The pupils have good higher processing skills but tend to make mistakes in
interpreting grammatical discourse markers.
Alternatively, you can analyse separately the pupils assumed knowledge and the
problems you anticipate when teaching that lesson.
7. Materials and aids. List any materials, references, tapes, pictures, board
drawings, diagrams, handouts, realia, etc. you intend to use. State also if the material is
your own or where you took it from (as this will be very useful when you teach the same
lesson again.)
Formulating aims
You are expected to offer a clear statement of aims before you start teaching a
lesson. This is a useful training discipline, forcing you to concentrate on deciding what
activities and procedures are most likely to lead to specific outcomes for the learners. This
is probably the most important part of your lesson plan since your lesson will ultimately be
judged in terms of your aims.
It is essential that the lesson aims are realistic, achievable, clearly specified and
directed towards an outcome that can be measured. Clear, well-written aims are the first
step in daily lesson planning. They state precisely what you want your pupils to learn; they
also help you guide the selection of the activities, the overall lesson focus and direction.
They also help you evaluate what the pupils have learned at the end of the lesson. If you
are unsure about the aims of your lesson, use this maxim: What is it that my pupils should
be able to do by the end of the lesson that they couldnt do at the beginning?
The most important aim concerns intended student achievements: things that they
will have learned by the end of the lesson. You can deal with aims under two headings:
main/major and subsidiary. In a lesson of 50 minutes you will normally have two or three
main aims. These should encapsulate what the lesson is basically about. Aims refer to
either language development or skills improvement. In an English lesson, languageoriented aims may be for instance the introduction and controlled oral practice of a certain
grammar structure, while a skill-oriented aim may be to improve the pupils listening skill or
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10
to increase the pupils confidence and ability to scan a text. Subsidiary aims will be derived
from the main aims (e.g. to give the pupils practice in selective listening, in anticipating
content, and in using guessing strategies to overcome lexical difficulties).
In an English class, the lesson aims will be mainly cognitive and affective. Generally
speaking, the cognitive aims are statements that describe the knowledge that the pupils
are expected to acquire or construct. Use in the formulation of these aims verbs like:
remember, understand, apply, analyse, evaluate and create. Apply these verbs to the four
main dimensions of knowledge: factual, conceptual, procedural and metacognitive, as you
will most probably want your pupils to do more than remember facts. In the 21st century,
your pupils will expect thinking, decision making and problem solving to be increasingly
emphasised in the classroom.
A number of aims that fit into the affective domain, which focus on attitudes, values
and on the development of the pupils personal and emotional growth, are also
recommended. Although much of the focus in the affective domain is implicit, sometimes
we need to concentrate on it deliberately. For example, in a lesson with reference to
multiculturalism, your aim may be to develop your pupils awareness of and appreciation of
another cultures values and customs. Remember that attitudes, values and emotions
strongly affect learning, and when you plan and teach a lesson, you should keep in mind
factors like willingness to listen, open-mindedness, commitment to values and involvement.
If you have a clear objective (main aim) for a lesson, you can bear this in mind all the
way through the class. Knowing where you are going enables you to make moment-bymoment decisions about different paths or options to take en route, while keeping the main
objective always clearly in front of you. Good lesson planning, and especially good
specifying of objectives does not restrict you, but in clarifying the end point you intend to
teach, sets you free to go towards that point in the most appropriate ways in class.
Remember that the lesson has limited aims (2 3), and that you shouldnt try to achieve too
much.
Is teaching the present perfect a realistic aim for a lesson? How
about doing a listening exercise?
Try to formulate aims that are learner-centred, such as to enable the pupils to use
the present perfect with a greater degree of accuracy.
Distinguish between teaching aims and learning aims. You may have aims for
yourself in the lesson (teaching aims), such as to improve the clarity of my instructions.
These should be expressed in a separate section.
The following headings can help you specify aims for a reading or listening lesson:
text type, style and register, reading or listening style, specific language aim, specific skills
aim, and so on. Here are some examples of lesson aims:
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11
It is often desirable to kill two or more birds with one stone and set aims, thus:
To provide practice in reading magazine articles in informal style and to help the
pupils use background knowledge to make correct inferences.
To present discourse linkers such as however, although, though.
How could you formulate the above aims in a more learnercentred way?
The language you use for stating aims is important. Action verbs are typically used
to identify the desired pupil behaviour. Vague verbs such as understand, appreciate, enjoy
or learn are avoided because these situations are difficult to quantify. Action verbs such as
identify, present, describe, explain, demonstrate, list, contrast or debate are clearer and the
situations easier to understand and evaluate. The best-known source for useful action
verbs is Blooms Taxonomy of Thinking Processes. Here are a few verbs taken from
Blooms taxonomy, together with the cognitive process involved:
Knowledge: tell, list, define, name, identify, state, remember, repeat;
Comprehension/understanding: transform, change, restate, describe, explain,
review, paraphrase, relate, generalise, infer;
Application: apply, practice, employ, use, demonstrate, illustrate, show, report;
Analysis: analyse, distinguish, examine, compare, contrast, survey, investigate,
separate, categorize, classify, organise;
Synthesis: compose, construct, design, modify, imagine, produce, propose
Evaluation: judge, decide, select, evaluate, critique, debate, verify, recommend,
assess.
Procedure
After writing
procedures that you
this stage you need
words, the shape of
1994):
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12
1. Perspective or opening. The teacher asks the pupils what was the previous activity
(what was previously learned)? Then the teacher gives a preview of the new lesson.
2. Stimulation. This phase prepares the pupils for the new activity. The teacher (a) poses
a question to get the pupils thinking about the coming activity; (b) helps the pupils to
relate the activity to their lives; (c) begins with an attention grabber: an anecdote, a
picture, or a song; and (d) uses the response to the attention grabber as a lead into the
activity.
3. Instruction/participation. This phase involves the teacher in presenting the activity,
checking for pupils understanding and encouraging active pupil involvement. Interaction
can be stimulated by pair and/or group work.
4. Closure. The teacher asks what the pupils have learned by asking questions such as
What did you learn? how do you feel about these activities? The teacher then gives a
preview about the possibilities for future lessons.
5. Follow-up. The teacher uses other activities to reinforce some concepts and even
introduce some new ones. The teacher gives the pupils opportunities to do independent
work and can set certain activities or tasks taken from the lesson as homework.
Of course, teachers can have variations on this generic model. As pupils gain
competence, they can take on a larger role in choosing the content and the structure of the
lesson. On the other hand, language lessons may be different from other lessons because
the concepts may need to be reinforced time and again using various procedures.
If the question What do you want the pupils to learn and why? needs to be
addressed before reaching the procedure part of the lesson plan, the following questions,
suggested by Farrell (in Richards and Renandya, 34) may be useful for you to answer
before starting to write the procedure part of the lesson plan:
Are all the tasks necessary worth doing and at the right level?
What materials, aids, will you use, why and when?
What type of interaction will you encourage pair work or group work and why?
What instructions will you have to give and how will you give them (written, oral)? What
questions will you ask?
How will you monitor pupil understanding during different stages of the lesson?
A good lesson plan should be clear and logical, and make the lesson
reconstructable (i.e. someone else should be able to teach it following your lesson plan).
You do not need to write a word-for-word script, but you need more than brief notes that
only you understand.
When teaching the lesson, you may wish to have a simpler working document for
yourself, which shows major stages, concept questions, types of interaction, timing, etc.
Some teachers like to use a series of cards that carry instructions and contain the main
points of a particular stage so that they can easily refer to them during the lesson.
Show how you will convey meaning and check understanding. Write concept
questions on your lesson plan, with the answers you expect. Remember that you may also
need to ask questions about style, register, connotation, etc. All this will demonstrate that
you have analysed the language you are teaching. On the lesson plan, show the form
clearly.
Where you anticipate pronunciation problems, show awareness of sounds, stress
and intonation. On the lesson plan, give the phonetic transcription of problematic words or
chunks of language and mark stress and intonation patterns. When teaching vocabulary,
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Showing the type of interaction for each stage and activity (e.g. T - S, S - S, in
groups, in pairs, etc.), will help you to assess if there is sufficient variety of focus in the
lesson.
Show the approximate amount of time you expect to spend on each stage or activity
in the lesson. Be realistic about this. A lot will depend on your experience and judgement.
Sometimes the timing can go wrong, so dont be afraid of being flexible in the lesson.
Timing
The time you give to particular stages or activities is often a reflection of what you
perceive to be important in the lesson, so you will need to make appropriate decisions
about timing. Remember to allow for thinking time and keep in mind that the pupils
concentration span on any activity is only about 20 - 30 minutes.
Giving an approximate timing can also help you to limit your aims, and it can help
you to learn from experience how long some kinds of activities can take. If you have timing
problems with lessons, this may be due to several causes:
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The stages of the lesson should be clearly indicated on the plan. Being able to refer
to stages numerically makes the plan easier to read (e.g. 1.a, 3.b, etc.). The ending and
beginning of stages should also be made clear to the pupils during the lesson.
Is there sufficient variety? Look at the activities, focus, pace and interaction patterns.
Could the pupils be more involved at each stage?
What are the pupils asked to contribute at each stage? What are the pupils required
to do?
What is your role at each stage (corrector, monitor, resource, participant)?
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The heading also helps to ensure that important stages of the lesson are not left out
and that appropriate materials are prepared for the practice stages.
Your lesson plan layout can be linear or tabular (arranged in the form of a table).
Linear plans are written as any normal text would be, with headings and sub-headings.
If you choose to use a tabular layout, here are two versions of what it may look like:
Aims
Time
Interaction
Patterns
Aids
Teacher
activity
Pupil
Activity
Time
510
mins
Tasks (teacher)
Opening: introduction
to the topic sport. T
activates schema for
sport.
Tasks
(pupils)
Listen
T writes the
answers.
Inter
action
T
Ss
Aims
(purpose)
Arouse interest.
Activate schema
for sport.
The advantage of the tabular layout is that you have to think about what needs to
be written in each of the columns for each stage of the lesson. It is also easy to see if the
lesson is too teacher-centred. However, some people may find this layout difficult to follow.
Compromise layouts can also work quite well. Here is one format:
Time
Teacher activity
Pupil activity
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Notes /
equipment
needed
Procedure
Aim
Practice
This layout has several advantages. The name of the stage, the time and type of
interaction all fit into the Stage column, and there is plenty of space left for detail in the
Procedure column. Also, there is space in the Aim column to indicate the aim of particular
stages and activities in the lesson. The lesson plan is also easy to follow for your tutor,
reader, observer or inspector.
It is not a good idea to stick to your lesson plan, regardless of what happens in the
classroom. Remember that the original plan was designed with specific intentions in mind
and based on your diagnosis of the learning needs of the pupils. However, you may need to
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make adjustments to the lesson at the implementation stage. Thomas Farrell (in Richards
and Renandya, 2002: 34) suggests there are two broad reasons for adjustments at the
implementation stage: (a) the lesson is going badly and the plan may not be likely to
produce the desired outcomes, and (b) something unexpected happens during an early part
of the lesson that necessitates improvisation (for instance interruptions due to loud noises,
visits, etc.).
Sometimes teachers respond to issues raised by the pupils that they perceive to be
relevant for the other pupils;
They may decide to discuss some unplanned event because they appreciate it to be
timely for the class;
They may change the procedure as a means of promoting the progress of the lesson;
They may depart from the original plan when they understand they havent
accommodated the pupils learning styles;
They may eliminate some steps in the lesson plans in order to promote pupil
involvement, especially if the pupils are not responding;
They may change the lesson plan to encourage quiet pupils to participate more and to
keep the more active students from dominating the class time.
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Avoid racing through different activities just because they have been written in the
lesson plan and always remember that you work for the benefit of the pupils.
A few questions may also be helpful for you to reflect on after conducting a lesson
Farell, 35):
Another source of feedback on the lesson success is the pupils themselves. You can
ask them questions at the end of the class, avoiding judgemental questions such as Did
you enjoy the lesson and telling them that you need assistance with future lesson planning.
Such questions can be:
To conclude, carefully thought-out lesson plans are likely to result in more efficient
use of instructional time and more successful teaching and learning opportunities.
Remember also that teachers make choices before, during and after each lesson.
Conclusions
Planning lessons is an operation that needs to take place before teaching can be
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effective, and it is entirely the teachers responsibility. However, as teachers have different
styles of teaching, their style of planning will also be different. You must always allow
yourself flexibility to plan your own way, keeping in mind the yearly, term and unit plans.
Also, allow yourself the flexibility of diverging from the lesson plan in response to the
actuality of the classroom, in order to maximise teaching and learning opportunities. And
yet, clearly thought-out lesson plans will maintain the attention of the students and increase
the likelihood that they will be interested in the lesson. A clear plan will also maximise time
and minimise confusion of what is expected of the students, thus making classroom
management easier (Farrell, idem, 37).
Here are some of the principles that a teacher should follow in planning:
Further Reading
Capel, Susan, Leask, Marilyn and Turner, Tony, 2009, Learning to Teach in the Secondary
School: A Companion to School Experience, Routledge
Brown H. D., 1994. Teaching by Principles: An interactive approach to language pedagogy.
Englewood Cliffs, NJ: Prentice Hall Regents
Harmer, J., 2001. The Practice of English Language Teaching, Longman
Richards, Jack C. and Renandya Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
Scrivener, J. 1994. Learning Teaching. Heinemann.
Ur, Penny. 1996. A course in language teaching: Practice and Theory. Cambridge: CUP.
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Key concepts: oral and aural skills, listening styles, redundancy, intensive and
extensive listening in the classroom, pupil response to listening, methodological model for
listening activities, background information, alienation
The nature of the listening process and the listening subskills
In order to develop listening comprehension, it is first necessary to understand the
nature of listening. Two models of listening can be identified: the bottom-up and the top-down
processing models. The bottom-up processing holds that listening is a linear, data-driven
process. Comprehension occurs to the extent that the listener is successful in decoding the
spoken text word by word. The top-down model of listening, by contrast, involves the listener in
actively constructing meaning based on expectations, inferences, intentions, and other relevant
prior knowledge. The language data serve as cues to activate this top-down process. Both
processing skills are important as they both play important, but different roles in listening.
Listening is vital in the language classroom because it provides input for the learner.
Without understanding input at the right level, any learning simply cannot begin. Listening is
thus fundamental to speaking. What sort of skills do your pupils need to develop, and how can
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you help them to do this? We need to look first at what the listening process consists of
(listening subskills):
To these subskills we may add prediction, selective listening, listening for different
purposes, and inferencing.
A conversation is usually broken into short chunks as people take short turns to speak,
usually of a few seconds each.
The pronunciation of words is often slurred, and different from the phonological
representation given in a dictionary.
The vocabulary is often colloquial (e.g. guy for man, kid for child, etc.)
Informal speech tends to be ungrammatical: utterances do not usually divide neatly into
sentences; a grammatical structure may change in mid-utterance; unfinished clauses are
common.
There will be bits of the discourse that are unintelligible to the hearer, perceived by the
latter as being noise. This may be because the words are not said clearly, or not known to
the hearer, or because the hearer is not attending. We usually comprehend less than 100
per cent of what is said to us, making up for the deficit by guessing the missing items or
simply ignoring them and gathering what we can from the rest.
Unlike the written text, spoken discourse cannot be retrieved during normal interaction.
The speed of natural speech and the fact that one cannot ask the speaker to repeat more
than once means that listening input has to be processed very quickly. Fortunately,
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The speaker normally uses time-creating devices. These are used to gain time for the
speaker so that he can formulate what to say next in spontaneous speech. One typical
example of these devices in the use of pause fillers (e.g. I mean, well, um, urh, er, eh)
which help the speaker to solicit more time to plan and in turn to furnish the listener with
more processing time.
The pressure of time in real-life communication also renders it necessary for the speaker
to use facilitation devices to ease speech production. Effective listeners need to identify
and be familiar with these facilitation devices: fragments of utterances which are
reductions of complete underlying or understood constructions. Many constructions are
less than complete clauses. Ellipses are very common (e.g. Yes, I did; Me, too; So am I,
and so on).
The use of fixed and conventional phrases is another device to facilitate speech
production. Fluency in speech is related to formulaic language use, which includes two
main kinds: memorized sequences and lexical sentence stems. Stock phrases such as I
see what you mean, Im sure youre right but, you know, I mean, kind of, are just some of
the memorized chnks of discourse. The use of these ready-made phrases simplifies the
speakers task, thereby increasing speed and fluency. Memorized and routine utterances
are building blocks of fluent spoken discourse. In fact, such phrases as you know, I mean,
well may serve as pause fillers as well. These phrases will normally give the impression of
fluency; they serve the function of filling unwanted pauses.
The discourse will not be repeated exactly; normally it is heard only once. This may be
compensated for by redundancy, and by the hearers possibility of requesting repetition or
explanation.
To these language features we may add a few characteristics of the real-life context:
Real-life listeners know what to expect. The listener almost always knows in advance
something about what is going to be said, about who is speaking or about the basic topic.
Linked to this is the purpose a listener normally has (e.g. to find out something). A listener
always expects to hear something relevant to this purpose.
Looking as well as listening. Only a very small proportion of listening is done blind (e.g.
listening to the radio or telephone). Normally, a listener has something to look at that is
linked to what is being said; usually the speaker him-/herself, but often other visual stimuli
as well (e.g. a map, scene, or object, or the environment in general).
In real-life, the speaker expects listener feedback. The listener is usually responding at
intervals as the interaction is going on. It is relatively rare for us to listen to extended
speech and respond only at the end. The responses are normally related to the listening
purpose, and are only occasionally a simple demonstration of comprehension.
The speaker usually directs the speech at the listener, takes the listeners character and
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intentions into account when speaking, and often responds directly to his/her reactions,
whether verbal or non-verbal, by changing or adapting the discourse.
Spoken language is not written language spoken aloud. Learners need to be aware of
the features which lack in the written texts to which they are conventioanally accustomed. It is
only when learners are aware of the unique charactersitics of authentic listening input that can
they be equipped with skills to handle real-life communication.
Learners who are used to reading the written form of the language need to be alerted to
the features of real-life listening so that they do not expect to hear uninterrupted, perfect flow of
speech. Knowing what to expect is necessary if they are to be effective listeners.
Types of listening
There are many types of listening, which can be classified according to a number of
variables, including purpose for listening, the role of the listener, the focus, and the type of text
being listened to. These variables are mixed in different configurations, each of which will
require a particular strategy on the part of the listener.
Listening purpose
Listening purpose is an important variable. Listening to a broadcast to get a general
idea of the news of the day involves different processes and strategies from listening to the
same broadcast for specific information. Thus, there are two ways in which we listen: casual
and focused listening.
Sometimes we listen with no particular purpose in mind, and often without much
concentration. Examples of casual listening are listening to the radio while doing housework or
chatting to a friend. Usually we do not listen very closely, unless we hear something that
particularly interests us.
At other times we listen for a particular purpose, to find out information we need to
know. Examples of focussed listening are listening to a piece of important news on the radio or
listening to someone explaining how to operate a machine. In these situations, we listen much
more closely; but we do not listen to everything we hear with equal concentration we listen for
the most important points or for particular information. Usually, we know beforehand what we
are listening for and this helps us to listen.
Role of the listener
The way we listen changes according to what we are listening to, who we are listening
to, where we are, etc.
Another way of characterising listening is in terms of whether the listener is also
required to take part in the interaction. This is known as reciprocal/interactive listening. For
instance, when listening to a monologue, either live or through the media, the listening is
nonreciprocal, but in a conversation the listening is reciprocal.
a)
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non-reciprocal/non-interactive
b)
c)
to increase the pupils awareness of how listening with a purpose can make listening
more effective
to increase the pupils awareness of different styles
to present various aspects of culture enabling the pupils to make useful predictions
to present strategies for dealing with individual unfamiliar words
or, more specifically:
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Some of these aims may still remind you of the traditional use of listening activities to
present or practise language items. The big difference is that the texts used now are mostly
authentic.
Think first!
How authentic does the following conversation seem to be? What
features of authenticity does it show?
A: Where are you going?
B: Im going home.
A: Are you walking or going by bus?
B: Im walking. Im not going by bus.
A: What are your plans for the weekend?
B: Im going to give a party.
A: See you tomorrow.
B: See you.
incomplete sentences
repetition of certain structures
contractions
hesitations and fillers
changes of topic
redundancy
ungrammatical utterances
Listening to spontaneous speech in the classroom
Most listening texts you use in the classroom should be based on either genuinely
improvised, spontaneous speech, or on a fair imitation of it. There are many authentic instances
of listening in the classroom which present themselves in the normal run of things. Giving
instructions, checking registers, answering questions, encouraging pupils, correcting,
explaining, answering questions, solving students problems, all provide authentic classroom
listening. Other authentic listening activities in class which do not necessarily occur normally,
but which can easily be made to occur are, among others, student presentations and pre-lesson
chit-chat. All these texts have the advantages of speaker visibility (your pupils will see you or
another person talking to them) and of being a kind of direct interaction, which the pupils may
interrupt.
On the other hand, a written text that is read aloud as a basis for classroom listening
activity is unlikely to incorporate the characteristics of informal speech and will provide your
pupils with no practice in understanding spoken discourse. You should improvise at least some
of the listening texts yourself in the classroom. Video also makes a positive contribution to the
effectiveness of listening practice, as it supplies the aspect of speaker visibility and the general
visual environment of the text.
When using spontaneous speech, encourage your pupils to develop the ability to
extract the information they need from a single hearing. Help them by using texts that are
redundant enough to provide this information more than once. Whenever possible, they should
be able to stop you to request a repeat or an explanation.
However, even if the pupils can do the task after one listening, you may wish to let them
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hear the text again, for the sake of further exposure and practice and better chances of
successful performance.
Can you think of any advantages of teacher spontaneous speech over
recorded speech?
Do you feel confident when using spontaneous speech?
Comprehension questions:
(i)
factual, where the answer is clearly stated somewhere in the passage.
(ii)
inferential, where the pupils have to make some sort of connection themselves,
such as a connection between two parts of the passage or between something in the
passage and the pupils knowledge of the outside world.
(iii)
personal, where the question is related to the pupils own experience or opinion.
Summary questions. The pupils listen to a passage and then summarise what they have
heard. They may take notes as they listen. The summary can be written up in the form
of a letter or a newspaper report.
Intensive listening for language provides detailed work on language once the pupils can
understand what they are listening to. This work is effective if the linguistic exercises are related
to each other and to the listening passage.
In extensive listening the pupils are primarily concerned with following a story or finding
something out from the passage they are listening to. You should prepare the pupils for the
listening by telling them something about the topic of the listening text or by giving them key
words.
To a large extent, however, the division between intensive and extensive listening is
somewhat artificial. It is easy to use the same listening text for both extensive listening and
more detailed work.
Listening comprehension activities classified according to learner response
Listening activities can be classified according to how the pupils respond to the listening
material. Responses give the pupils an immediate motivation, structure the listening and make it
meaningful.
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Think first!
How can you know whether your pupils are following or not, when they are
not supposed to give any response?
No overt responses
The pupils may not have to do anything in response to the listening text, when they are
engaged in such activities as:
Stories. You tell a joke or real-life anecdote, retell a well-known story, read a story from a
book; or play a recording of a story. If the story is well chosen, your pupils are likely to be
motivated to attend and understand in order to enjoy it.
Songs. You sing a song yourself, or play a recording of one. If no response is required the
pupils may simply enjoy the music without understanding the words.
Entertainment: films, theatre, and video. As with stories, if the content is really
entertaining (interesting, stimulating, humorous, and dramatic) your pupils will be
motivated to make the effort to understand without the need for any further task.
Even if the pupils are not asked to give a response during such listening activities, you
can still watch their facial expression and body language to see if they are following or not.
Short responses
The class may be expected to give short responses when they are engaged in activities
like the following:
When you organise such activities as the following, you will expect longer responses:
Answering questions. One or more questions demanding fairly full responses are given
in advance, to which the listening text provides the answer(s). Because of the relative
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length of the answers demanded, they are most conveniently given in writing.
Note-taking. The pupils take brief notes from a short lecture or talk.
Paraphrasing and translating. The pupils rewrite the listening text in different words,
either in English (paraphrase) or in Romanian (translation).
Summarising. The pupils write a brief summary of the content of the listening passage.
Long gap-filling. A long gap is left, at the beginning, middle or end of a text; the pupils
guess and write down, or say, what they think might be missing.
Extended responses
In such activities, the listening is only a jump-off point for extended reading, writing or
speaking (these are combined skills activities).
Problem solving. A problem is described orally; the pupils discuss how to deal with it,
and/or write down a suggested solution.
Interpretation. An extract from a piece of dialogue or monologue is provided with no
previous information; the pupils try to guess from the words, kinds of voices, tone and
other evidence what is going on. At a more sophisticated level, a piece of literature that is
suitable for reading aloud (some poetry, for example) can be discussed and analysed.
A number of procedures can be used for encouraging response to a listening piece:
1.
Ask pupils to interrupt/stop the tape and ask for clarification where necessary.
Teach them appropriate language for doing so.
2.
Give pupils a set of comments (What rubbish! That's interesting. I didnt know that.
etc.) Ask them to stop the tape and make the comments in appropriate places.
3.
With dialogue material, stop the tape after each line and ask pupils to say what
they think the other person is going to say.
4.
Ask pupils to fill in charts, forms, etc. where appropriate.
5.
Ask pupils to take notes, especially from lectures, news, current affairs, etc.
6. Provide pupils with the 'task' that would be carried out if they were listening
outside the classroom. For example, after listening to recorded messages on an answering
machine, pupils note down the relevant information to pass on to their classmates.
Which of the six procedures above can be adapted for reading,
too?
Warm up before each activity, by introducing the topic and relating it where possible to
your pupils own lives and interests.
Give clear instructions and then check that the pupils have understood them. It is not
sufficient to ask if they understand. Those who do not may remain silent for fear of
exposing their ignorance. Ask one of the weaker pupils to tell you what they are going to
do.
When using a text, give the title and ask the pupils to predict the kind of language they are
going to hear. Write any key vocabulary that they suggest on the board.
Give them something to listen for, so that they have a purpose in listening. Tell them you
want to know when the incident occurred, where, or what person, animal or object was
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mentioned.
Give your pupils in advance some idea about the kind of text that they are going to
hear. The mere instruction Listen to the passage is less useful than something like: You are
going to hear a husband and wife discussing their plans for the summer. The latter instruction
activates their previous knowledge and enables them to use it to build anticipations that will help
them understand the text.
Provide a listening purpose by setting a task. Thus, rather than say simply: Listen and
understand. give a specific instruction such as: Listen and find out where the family are
going for their summer holidays. Mark the places on your map. The definition of a purpose
enables the pupils to listen selectively for significant information.
Look at the following descriptions and tick the examples of purposeful
listening:
map.
Pupils listen to a weather forecast and decide where they will spend
(After
M., 1993,
Tasks for Language Teachers, CUP)
the weekend if they want
to Parrott,
have good
weather.
Pupils look at photographs of the teachers family and, while the
teacher talks about the people, they have to identify them by name.
Before listening to a description of the town in which they are
studying, pupils make a list of points they would expect to be made. As they
listen to the description they tick the points which are, in fact, mentioned.
Pupils listen to a story and subsequently answer questions about the
events.
The task you set for your pupils will usually involve intermittent responses during the
listening. You should encourage the pupils to respond to the information they are looking for as
they hear it, not to wait to the end. The fact that the pupils are active during the listening rather
than waiting to the end keeps them busy and helps to prevent boredom.
Although they are the most naturally occurring responses, verbal responses are
impractical in the listening classroom. Here the answers will have to be in the form of physical
movements or written responses which can be checked later.
Providing the pupils with some idea of what they are going to hear and what they are
asked to do with it helps them to succeed in the task, and it raises their motivation and interest.
This is often provided by a visual focus: marking a picture, diagram, or map or even a written
text.
If there is no pre-set task, you must make sure that the text itself is stimulating enough,
and of an appropriate level. Occasionally, for the sake of the fun and challenge, or to encourage
your pupils to use real-world knowledge to help interpretation, you may wish to ask them to find
out what the passage is about without any previous hint. There are also listening activities, such
as listening to stories or watching exciting films, which need no clear task beyond the
comprehension itself.
One real problem may be that materials writers often overload the task: too many
responses are demanded of the pupils, information is coming too fast, there is not enough
redundancy and there is not enough time to respond during the listening. The result is pupil
frustration and irritation, even if the listening text is repeated.
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10
3.
4.
Skim listening
Skim listening (or gist listening) is listening to get an overall idea of what is going on.
This is not to be confused with a first listening procedure, where you allows pupils to
listen to a tape once through to get a general idea, before going on to more detailed
comprehension questions. The point of this is simply to help learners over the difficulties
of alienation from the tape recorder.
The most obvious way of doing this is to expose pupils to different non-interactive
listening pieces and to point out, by comparison, what sort of overall message is going
on.
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If you are planning to make extensive use of a tape recorder or video recorder for
11
2.
3.
4.
listening, then you can help them to feel confident by using the equipment in the
first instance to play music or to show film with no dialogue.
Use a short extract at first, building up to longer pieces.
Confidence can be built up by providing very easy tasks initially, moving on to
more difficult ones.
Pupils can increase their confidence in reading by underlining everything they
understand (this encourages a positive attitude, focuses attention on meaning
rather than on difficulties, and provides a vocabulary avoidance strategy).
Post-listening. Analysis of the language in the text (e.g. Why did the speaker use the
present perfect?) Listen and repeat: teacher pauses the tape, learners repeat words.
Over the past several decades, teachers have modified this procedure considerably.
Now you can work with a model which has five basic stages:
1.
Lead-in/pre-listening:
Setting the context and creating motivation. Pre-teaching of vocabulary has now largely
been discontinued. In real life, learners cannot expect unknown words to be explained in
advance; instead they have to learn to cope with situations where part of what is heard will
not be familiar. It may still be necessary to present three or four critical words at the
beginning of the listening lesson, but these must be absolutely indispensable key words
without which any understanding of the text would be impossible. Although some kind of
pre-listening activity is now usual, involving brainstorming vocabulary, reviewing areas of
grammar, or discussing the topic of the listening text, one should set two simple aims for
the lead-in/pre-listening activity:
To create motivation (perhaps by asking learners to speculate on what they will hear);
Prepare the class or have the pupils to prepare themselves for the task and get familiar
with the topic of the listening activity. One of the major reasons for this is to create
expectations and arouse their interest in the subject matter of the text.
2.
Directing comprehension task: Make sure that your pupils know what they are going
to do (to answer questions, fill in a chart, complete a message or try and re-tell what
they heard). Explain and direct the pupils purpose for listening.
3.
Listening for the task. Speak or play the record while the pupils listen to the text to
perform the task you have set.
Extensive listening. Most teachers make use of the extensive/intensive distinction. On a
similar principle, listening tasks and international examinations usually specify that the
recording is to be played twice. This is unnatural because in real life one gets only one
hearing. However, the whole situation of listening to a cassette in a language classroom is
artificial. Furthermore, listening to a strange voice speaking in a foreign language demands
a process of adjusting (to the pitch, speed, and quality of the voice). An initial period of
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Preset task/preset questions. There have been changes in the way that comprehension is
checked, too. We recognise that learners listen in an unfocused way if questions are not
set until after the passage has been heard. Unsure of what they will be asked, they cannot
judge the level of detail that will be required of them. By presetting comprehension
questions, we can ensure that learners listen with a clear purpose, and that their answers
are not dependent on memory.
Intensive listening. More effective than traditional comprehension questions is the current
practice of providing a task where learners do something with the information they have
extracted from the text. Tasks can involve labeling (e.g. buildings on a map), for filling (e.g.
a hotel registration form), and completing a grid.
Another benefit of tasks is that they demand individual responses. Each learner can make
choices and makes something of what s/he hears.
4.
Directing feedback.
Checking answers. When the pupils have performed the task, help them to see if they
have completed the task successfully and find out how well they have done. This may
follow a stage in which pupils check their answers with each other first.
5.
Examining functional language. Organise follow-up tasks related to the text. For instance,
ask them to do more analytical work. Thus if the first task involved getting the general
picture, return to the text for such a task as inferring attitude or deducing meaning.
Inferring vocabulary meaning. Also as part of post-listening, you can ask learners to infer
the meaning of new words from the contexts in which they appear just as they do in
reading.
However, if the pupils perform unsuccessfully in their first comprehension task, redirect
them to the same task to try again.
The materials should be based on a wide range of authentic texts, including both
monologues and dialogues.
Schema-building tasks should precede the listening
Strategies for effective listening should be incorporated into the materials
Learners should be given opportunities to progressively structure their listening by
listening to a text several times and by working through increasingly challenging
listening tasks.
Learns should know what they are listening for and why.
The task should include opportunities for learners to play an active role in their own
learning.
Content should be personalised.
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This kind of strategy is not confined to low-level learners. We need to encourage learners
to listen and write down the words they understand; to form and discuss inferences; to listen
again and revise their inferences; then to check them against what the speaker says next. In
doing this, they get practice in the kind of listening they are likely to do in real life and we also
make them realise that guessing is not a sign of failure, but something that most people resort
to when listening to a foreign language.
Trying to understand the spoken word through a similar medium presents particular
difficulties. Besides the obvious difficulty presented by divorcing the spoken word from its
normal visual circumstances, pupils may be alienated by the quality of the recording and their
inability to have any control over what they are listening to and, in particular, over the rate at
which it is delivered. Listening to a voice coming from a machine is neither easy nor common.
Most pupils listen to the radio or other kinds of recordings materials mainly for music. The only
parallels with life outside the classroom are listening to announcements in airports, stations or
supermarkets, or listening to commentaries in museums and on tourist buses. Moreover, the
topic can be strange or unknown, and the pupils may feel all this is offensive on their normal
capacities.
The classroom may have a strange effect on some pupils normal capacities. Under
normal circumstances, we always listen or read for a reason: enjoyment, curiosity, interest; or
the need for a train time, an address, etc. There is always a purpose to our listening. This
reason helps us to set up expectations about the content of the message and helps us to
interpret it or to decode it. Similarly, under normal circumstances, we tend to get our bearings
before listening. We do this in a number of ways: we may hear the title of a programme on the
radio; at the beginning of a conversation we may ask a couple of questions to our interlocutor to
check that we are both talking about the same thing; we may summon our existing knowledge
(schemata) about the subject to the fore of our minds; we may look at the object our companion
is pointing to, and so on. Finally, under normal circumstances, we may choose to listen in
different ways: we may decide, for instance, not to listen to a loudspeaker announcement which
is intended for someone else.
The pupils in the classroom, however, have these normal mechanisms suspended. To
most pupils, the purpose of listening in the classroom is an instructional one. This is one reason
why pupils can normally listen to your instructions with less difficulty than when they are given a
listening activity. Additionally, the classroom provides distractions which may hinder normal
attention and also creates tensions, like being asked questions in front of others.
The pupils ability to listen extensively is determined, to a great extent, by their
awareness or knowledge of the topic. If they know what they are going to listen to, they have
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expectations that they expect to be fulfilled, and they make predictions about what the
speaker(s) will say. These expectations and predictions channel their attention to specific parts
of the utterance. By knowing what to expect, and what they are listening for, they can more
easily home in on what needs most attention or concentration. However, the pupils may not
have enough background information. They need a network of general background information
to help them comprehend the things they hear. Even extremely competent language users can
have difficulty in listening when they are unable to use or to perceive the background
information.
Background information is an important factor in the expecting, predicting, recognising
and inferring chain of skills. This information can be in the shape of the general situation (e.g.
where the listening takes place), or the way speakers look (e.g. how they are dressed, or the
expressions on their faces), or the scenario that is called up as the monologue or conversation
gets under way. We refer to our experience to get ready and interpret what we hear correctly.
Lack of linguistic knowledge will also hinder the pupils attempts at understanding what
they listen to. They may have difficulty understanding non-standard variants or they may be
unfamiliar with many of the words in what they are listening to. In such situations they will give
up trying to understand the text. If their grasp of grammar is shaky then they will misinterpret the
message of the text.
Why does the presence of individual unfamiliar words hinder the
understanding of a spoken text?
Anything we listen to is overflowing with information, and competent listeners are given
a large number of chances to decode the message of a text. Competent language users are
familiar with the patterns of sounds, stress, intonation, spelling, lexis, grammar, discourse and
style are able to eliminate unlikely alternatives spontaneously and unconsciously at every tiny
step of the unfolding of the discourse. Exploiting redundancy means that when we are listening
and we miss a word or a grammar marker, such as past-tense morpheme, we can usually
guess what that word or marker was by hearing to the rest of the utterance. In other words, it is
knowledge of patterns that makes the task of listening easier. The expectations of which
sounds follow which, which words commonly go together, how words combine syntactically,
along with background knowledge, reduce the amount of sounds, sound-groups, letters and
words they actually need to hear.
Can you understand what this speaker, with a slight speech defect,
is saying: Top talking, tand till and tay there until I tell you to move. Why
(not)?
A good knowledge of how English discourse works helps the pupils to predict what they
are about to listen to and to make correct inferences about what they have just heard - to make
backwards and forwards connections to other parts of the discourse they are engaged in. This
enables them to build a picture of the meaning of the discourse and of the relationships within it.
The pupils lack of familiarity with the linguistic patterns of English reduces both their
predictive and their guessing ability. Also, if your pupils level of language is not good enough,
they cannot understand fast, natural speech. They will often ask you to slow down and speak
clearly (by which they mean pronounce each word the way it would sound in isolation). If you do
so, you will help them to learn to cope with everyday informal speech. Your pupils should be
exposed to as much spontaneous informal talk as they can successfully understand.
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The pupils may find it difficult to keep up with the listening task. They may feel
overloaded with incoming information. The solution is not so much to slow down the discourse
but rather to encourage them to stop trying to understand everything, learn to pick out what is
essential and allow themselves to ignore the rest.
The pupils may often need to hear things more than once. There may also be good
pedagogical reasons for exposing them to texts more than once. In real life, however, they will
have to cope with one-off listening. You can try to use texts that include redundant passages
and within which the essential information is presented more than once and not too intensively.
You can also give them the opportunity to request clarification or repetition during the listening.
The pupils will get tired. This is one reason why listening passages should not be very
long, and why you should break them into short chunks through pause, listener response or
change of speaker.
Teaching or testing listening?
We have little option but to use some kind of checking procedure to assess the extent of
understanding that has been achieved. We tend to judge successful listening simply in terms of
correct answers to comprehension questions and tasks. We focus on the product of listening
when we should be interested in the process what is going on in the heads of the learners. On
this view, the main aim of a listening activity is diagnostic: identifying listening problems and
putting them right.
Summary
Listening is seen as a complementary skill to speaking in communication. Pupils may
find listening difficult because some teachers consider it a passive skill, which does not need
teaching. However, as listening is a medium over which the pupils have no control, it should be
taught along with speaking. The pupils should be exposed to as many different types of listening
as possible, as the objective of listening comprehension practice in the classroom is that pupils
should learn to function successfully in real-life listening situations.
Further reading
Field, John. The Changing Face of Listening in Richards, Jack C. and Renandya Willy A.
2002, Methodology in Language Teaching. Cambridge: CUP.
Harmer, Jeremy, 1991, The Practice of English Language Teaching, Longman
Hubbard Peter et al., 1983, A Training Course for TEFL, OUP
Lam, Wendy Y.K., Raising Students Awareness of the Features of Real-World Listening Input
in Richards, Jack C. and Renandya Willy A., 2002. Methodology in Language
Teaching. Cambridge: CUP.
Nunan, David. Listening in Language Learning in Richards, Jack C. and Renandya Willy A.
2002, Methodology in Language Teaching. Cambridge: CUP.
Richards, Jack C. and Renandya Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
Ur, Penny, 1996, A Course in Language Teaching. Practice and Theory, CUP
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SPEECH
WRITTEN WORD
RECEPTIVE
Listening comprehension
Reading comprehension
PRODUCTIVE
Speaking
Writing
However, this is a very general picture of language skills. Very often language users
employ a combination of skills at the same time. In conversation, for instance, speaking and
listening happen simultaneously. People may also read and write at the same time, they may
make notes or write something based on what they are reading.
From a pedagogic perspective, it does not mean that skills should be treated
separately, either. Very often one skill cannot be performed without another. Moreover,
competent users need a number of sub-skills for processing the language that they use and
are faced with. As in most of the cases, a certain language experience involves the use of
different skills; classroom teaching will have to reflect this. Even when our activities focus on
one particular skill, the focus can later shift to one or more of the other skills. The principle of
integrating skills where focus on one skill leads to practice in another should constantly
be followed, and although there are activities where individual skills may be treated
individually the principle of integration should be borne in mind.
Building on Hymes theory, Canale and Swain (1980) propose that communicative
competence includes grammatical competence, discourse competence, sociolinguistic
competence, and strategic competence, which reflect the use of the linguistic system and the
functional aspects of communication, respectively.
sociolinguistic
competence
communicative
competence
discourse
competence
linguistic
competence
strategic
competence
When we use casual conversation, for example, our purposes may be to make social
contact with people, to establish rapport, or to engage in chitchat. When we engage in
discussion with someone, on the other hand, the purpose may be to seek or express
opinions, to persuade someone about something, or to clarify information. In some situations,
we use speaking to give instructions of how to get things done. We may use speaking to
describe things, to complain about peoples behaviour, to make polite requests, or to
entertain people with jokes and anecdotes. Each of these purposes (functions) for speaking
implies knowledge of the rules that account for how spoken language reflects the context or
situation in which speech occurs, the participants involved and their specific roles and
relationships, and the kind of activity that speakers are involved in. Thus, the factors which
influence the speakers language choices are: a) the interlocutors (speaker and listener); b)
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the code (shared language of the interlocutors); c) the message topic and the message form,
the setting / situation, the function of each utterance as it relates to what has been said
before, to what each interlocutor assumes the other already knows, to the intended message
of the speaker. The interlocutors attitudes towards each other are also important.
Language macrofunctions
The functions of spoken language are interactional and transactional. Remember that
the primary intention of the former is to maintain social relationships, whereas that of the
latter is to convey information and ideas. In fact, much of our daily communication remains
interactional. Being able to interact in a language is essential and what we can do with
language is endless. Roman Jakobson (Closing statements: Linguistics and Poetics, Style in
language, T. A. Sebeok, New York, 1960) defined six functions of language (or
communication functions), according to which an effective act of verbal communication can
be described:
referential: describing a situation, object or mental state, talking about the world, the
past, etc.;
conative (also called directive): engaging the addressee directly and best illustrated
by vocatives and imperatives; influencing other peoples behaviour (e.g. request for
permission, order, instructions)
poetic: using language creatively (especially in literature and humour); focuses on "the
message for its own sake"[3] and is the operative function in poetry as well as slogans.
phatic: promoting human warmth; using language for the sake of interaction. The
Phatic Function can be observed in greetings and casual discussions of the weather,
particularly with strangers.
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Nonlinguistic communication
Diversity in interaction involves not only verbal communication, but also non-linguistic
elements such as gestures and body language/posture and facial expression which
accompany speech.
What do you understand by confidence as a linguistic sub-skill?
target language, EFL learners don not know how to pick up nonverbal cues. As a result,
ignorance of the nonverbal message often leads to misunderstanding (e.g. Lets get together
for lunch sometime said with an indifferent facial expression).
Affective factors
The affective factors related to foreign language learning are emotions, self-esteem,
empathy, anxiety, attitude, and motivation. Foreign language learning is a complex task that
is susceptible to human anxiety, which is associated with feelings of uneasiness, frustration,
self-doubt, and apprehension. Speaking a foreign language is public, especially in front of
native speakers, is often anxiety-provoking. The sensitivity of learners to making mistakes, or
fear of losing face is the explanation for their inability to speak English without hesitation.
Is the activity promoting real communication? How natural can communication be in the
classroom?
What aspects of non-linguistic communication are my pupils showing: facial expression,
gesture, tone of voice?
What different registers of language can be practised in this activity? What range of
styles and registers do they need?
Do my pupils need to learn to communicate to the same degree of complexity and
subtlety?
To what extent does effective communication depend on linguistic accuracy?
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and also
Fluency
Fluency activities are activities where you want the pupils to concentrate on what
they are using the language for. Language is seen as a tool to be used to fulfil whatever the
pupils are engaged in doing (e.g. a pupil is explaining to a classmate how to do something).
What choices will you make when deciding for an accuracy or a fluency
activity?
All these choices have implications on how the activity contributes to the pupils
overall speaking skill in all its various dimensions.
In the course of teaching both accuracy and fluency must be worked on and
developed, and must both be a part of your teaching at any level. In some activities, e.g.
semi-controlled practice, it may well be difficult to separate the two. It is however difficult to
work effectively on both at once. It will be helpful if you decide what the main priority is for
any given activity. Both advanced classes, which are already relatively fluent, and early levels
classes may need emphasis on accuracy work. Fluency activities may be graded to the
abilities of the pupils, both in terms of the level and amount of language needed to complete
the task and in terms of the amount of autonomy your pupils are able to cope with. What is
important is to give classes of all levels opportunities to use language creatively and for their
own purposes.
There are times in class when a focus on accuracy (and greater use of instant
correction) is appropriate. There are other times when the focus is on fluency. At these times
instant correction is less appropriate and could interfere with the aims of the activity. The
teacher needs to be clear about whether her main aim is accuracy or fluency, and adapt her
role in class appropriately.
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If the main aim is to get the students to speak, one way to help would be for teachers
to reduce their own contributions. The less teachers speak, the more space it will allow the
learners. It could be useful to aim to say nothing while an activity is underway, and save any
contribution for before or after.
Similarly, getting out of the way might be a help. If the teacher stays at the front of
the class, visible and clearly keeping an eye over everything, that might put students off
talking. Watching unobtrusively but with interest form a back corner may be a good idea. The
more involved the teacher is, the more she will end up doing the communication rather than
the students. There are times when the teacher can be most helpful by forcing students to
face problems themselves.
Whether an activity is accuracy or fluency-biased may not depend on the activity
itself, but on the way in which you set it up: are the pupils told to use particular language or
are they free to use any language at their disposal? Similarly, the kind of feedback you give
may determine whether the pupils see the activities in terms of accuracy or fluency.
less controlled oral practice (also called guided creativity or semi-controlled oral
practice)
freer stage. In this stage the focus may still be on the language being practised. You will
select activities that are likely to produce the language that has recently been presented and
practised. In fluency activities, this is not the case.
Practice can be graded from very controlled to semi-controlled to freer practice. This
progression gives the pupils the chance to see when and how they need to use the target
items in real life and to become more independent language users. Some activities will be
accuracy based, i.e. aimed at the correct production of specific language, but as we move
along the continuum from controlled to free, there are increasing opportunities for the pupils
to practise and develop fluency. This will occur whenever they are more interested in the
content of what they are saying than in the forms they use, when they are engrossed in an
activity and concentrating on carrying out a task.
Generally speaking, the speaking practice activities that you organise will offer your
pupils the chance to both practise specific language items and develop the speaking skill
itself, which will be useful to them in communication.
If for example, your pupils are involved in an activity where they choose an
appropriate apology for a variety of situations, they will be practising both specific apologetic
formulae and will be making linguistic choices appropriate to context. In other words, you aim
at either accuracy or fluency or at some point along the continuum that connects them.
Thus a basic procedure for a communicative speaking activity might be:
1.
2.
3.
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The aim of controlled oral practice activities is to provide practice in manipulating and
discriminating sounds, stress, intonation, formal components (e.g. word order) and in
reinforcing and discriminating meaning. Controlled oral practice is essential. Controlled
refers to the control and limitation on the range of language choice open to the pupils while
practising, and not to the degree of authority you impose on the class. It promotes fluidity with
sounds and sound sequences, with rhythm and intonation. It can also promote fluidity with
stock phrases (e.g. How do you do?, Do you mind if I...).
Controlled oral practice activities allow the pupils to experiment with a language
structure within a limited range of choice. At the same time, they give the teacher the chance
to provide correction on grammar and phonology.
Though many controlled practice activities are usually done with the teacher as
focus, most can be extended into pairs practice to increase the amount of practice each
individual pupil gets. It may be necessary to demonstrate the activity in open pairs (i.e.
across the class) before letting pupils practise in closed pairs. This is particularly true of
information gap activities.
a) Repetition practice. A variety of drills may be employed at the controlled practice
stage of a lesson, usually starting with choral and individual repetition practice and then
extending into substitution drills, often followed by a question and answer drill. Repetition and
substitution practice is based on the model provided by the teacher. The pupils repeat in
chorus or individually the model given. In the substitution drills, you also provide the new
word.
What procedure would you use for a question and answer drill?
Compare your answer with the one suggested at the end of the unit.
b) Action chain/ Chain drill. One way of ensuring a lot of question practice is to do
the drill as an action chain or chain drill. Pupils sit in a circle and P1 asks P2, P2 asks P3,
and so on. It is essential to set this up clearly, and it helps to keep all the prompt or picture
cards moving in the same direction.
c) Mingling activity. Another way of maximising practice is to extend the drill into a
mingling activity, where pupils walk around the class asking their questions to as many other
pupils as possible. This can also be a question and answer drill in which the pupils may
respond to written or picture prompts or, depending on the nature of the questions, may be
giving genuine (communicative) answers based on their own experience.
d) The Information Gap technique can be applied to question and answer
practice. If you ask the pupils to give answers based on their own experience (e.g. about their
likes or dislikes) there is a natural information gap as the questioner probably does not know
the answer. For other types of material the information gap may be supplied by the teacher.
Example
Pupils A and B have the same account of the life of Jim Walter, but each account has
different pieces of information blanked out. The target structures are Past Tense Simple and
wh- question forms. The level of study is elementary.
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10
Pupil A
Pupil B
Existing materials can be easily adapted to make information gap material, by typing
out the material with gaps included.
e) Imposed dialogues. At a low level, an imposed dialogue may be used as a way
of giving very controlled practice. Here is a basic procedure for such a dialogue:
a) Establish situation and characters, then use listening drill;
b) Organise repetition drill sequence to establish: first line, second line, first +
second lines together, third line, first + second + third lines together, etc., up to maximum six
seven lines. The idea is for the pupils to learn the dialogue by drilling it, so that they are
able to say it to each other in pairs by the end.
Example
The aim of the activity is to practise Could I have, How much? and food vocabulary
(countables and uncountables).
Customer:
Good morning.
Shopkeeper:
Good morning.
Customer:
Shopkeeper:
Certainly, sir.
Customer:
Shopkeeper:
Customer:
Thank you.
Once the dialogue is established, give each customer three other items to buy and
each shopkeeper three other prices.
How much drilling is advisable and when depends on the level of your pupils and the
nature of the language item (easy vs. difficult). In drilling, the language choice is kept to a
minimum through the linguistic and situational limits set up by you. In this way the practice of
a particular rule can be focussed on. In controlled activities the primary aim is fluidity, i.e. the
rapid and accurate production of patterns or sentences. Within the limitations on choice,
some creativity and real communication are, however, possible.
Mechanical, meaningful and communicative drills
Many drills provide merely mechanical practice of form, but this is not true of all drills.
A drill is mechanical when the sentence(s) being practised have no context and the prompts
that generate the manipulations of form are provided at random either by the teacher or the
material (as in repetition, substitution and transformation drills). Such practice is useful in
promoting language fluidity.
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Meaningful drills provide both context, and the mechanical manipulation necessary
for accurate fluidity. Although designed for paired practice, they are not truly communicative
Why cannot meaningful drills be considered communicative?
Communicative drills, combine the mechanical practice and context principles, but
also add the information gap principle.
Meaningful and communicative drills and imposed dialogues can promote
reinforcement of meaning.
Personalisation of controlled practice activities
Even at the controlled stage of the lesson, you may allow your pupils some
opportunity to experiment with the language more freely and creatively. You may ask them,
for instance, to add their own examples at any stage in the controlled practice.
It is also common practice to include a personalisation stage towards the end of the
initial presentation stage, where the pupils relate the language they are learning to their own
lives and experience. For instance, if they have been working on there is / there are in the
context of rooms and furniture, they may at this stage describe their own rooms. Or; if the
structure is used to do they can talk about their childhood, education, former habits, etc.
Some structures, however, may be difficult to personalise. At the personalisation stage the
activity is usually quite short so as not to demand too much of the pupils.
Correction in controlled practice activities
As an alternative to you always giving the corrected model, other pupils in the class
can be called upon to give the correct version as a model. However, correction during this
stage has to be mediated through you.
What advice would you give your friend about how to organise
correction during the language presentation stage of the lesson?
12
meaning of recently learned language or in making linguistic choices. Thus the pupils may
become more linguistically independent.
Though some part of these activities will be teacher-centred (e.g. setting it up, drilling
for intonation, etc.) pair work is likely to play a great part in this stage of the lesson.
Correction in less controlled practice activities
Correction will still be necessary for target items, but your pupils may now be able to
correct each other to a large extent. You will still be needed for some correction (e.g.
intonation, pronunciation of lexical items not included in the controlled stages) and as a
resource for the language needed by individual pupils or groups.
Adapting controlled practice activities for less controlled practice
A number of activities used for controlled practice may be adapted for less controlled
practice. For example, an information gap may be based on a jigsaw reading. Thus it will
provide pupils with the opportunity to use target items in new contexts.
Similarly, dialogues may be handled in a less controlled way. Instead of using an
imposed dialogue, you may use a) a cued dialogue, b) a completion dialogue or c) an elicited
dialogue. These activities can be used to revise and consolidate structures, vocabulary, or
functional exponents, to give pupils an opportunity to practise making linguistic choices, to
help them assimilate new language into their existing pool or to develop their use of rhythm
and intonation.
Examples
a)
Pupil B
Greet B
Greet A
Accept Bs suggestion
Express pleasure
(after W. Littlewood Communicative Language Teaching, CUP)
b) In a completion dialogue activity, half the pupils get one part of the dialogue,
the other half get the other part. In pairs or groups the pupils work out possible responses.
Then they re-form in new pairs so that the two roles interlock, and they read out the
utterances they have devised. The original prompt dialogues are set aside during this
interlock session. The ensuing dialogue is usually coherent and the pupils intrigued by their
own ingenuity.
Pupil A
Pupil B
Jenny: ..!
Sue: I feel awful.
Jenny: ?
Sue: Ive got a dreadful stomach-ache.
Jenny: .?
13
Sue: .
Jenny: Thats probably what caused it. You
should go and lie down.
Sue:
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vocabulary. Set scene, characters, time and context. Pre-teach necessary vocabulary.
Display first picture on blackboard, prompt, select elicitations, standardise, practise, recap,
and move on. Display second picture on blackboard and repeat the same procedure. Be
careful that link-words are practised too. Finally recap whole story ensuring linking of
sentences.
To exploit group work: a) mix up pictures and ask the pupils to sort them out
themselves; b) leave out the key picture and ask the pupils to supply the missing element; c)
give the pupils random flash cards which they have to sequence; d) give a written story or
joke chopped up and ask them to reconstruct it.
ii) Mime stories. Develop a set of clear instruction gestures. Use a mimeable
story containing natural use of structure or vocabulary. Establish instructions and check if the
pupils have understood. Pre-teach vocabulary if necessary. Set scene, characters and time
context clearly. Mime each stage clearly - elicit, select, standardise, practise, recap, move on
to next mime. Follow the same procedure. Make sure sentences are linked naturally. Recap
whole story, ensuring sentence linking where necessary and involving as many pupils as
possible.
What activities would you use as follow-up for narratives?
Games
Language games are an ideal activity for providing semi-controlled practice, as the
nature of the game tends to restrict the actual language used. Some games are so limited in
the language they require that they can be used for controlled practice e.g. Spot the invisible
fly, where you choose the location of the fly and the pupils guess, asking Is it on my nose /
in your bag / under the table? etc. The winning pupil chooses the next location.
Most games, however, allow for some choice in the language used. Playing the
game may lead naturally to the use of language items the pupils have not come across in
other classroom activities, but which may be useful to them in other circumstances. These
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15
phrases may be pre-taught, or taught as they crop up in the game. (Pupils often, for example,
want to know the verb to cheat or the phrase Its your turn, etc.)
Depending on the way you set up the activity, some games may be adapted to
provide freer practice.
Example Alibi
Two pupils are accused of a crime that took place within a fixed period of several
hours the day before. They go out of the room and plot their joint alibi, while the police who
remain in the classroom prepare questions to ask them. The suspects are then questioned
one at a time and the police try to break their alibi. If you prompt, help or correct in the
preparation stage, the activity is semi-controlled. If, however, the class are left to their own
devices, the game allows for freer practice, as they can ask any questions they want.
C Freer practice. Speaking for fluency
We have looked at speaking mainly as a way of providing practice in producing
specific language items. We also need to consider how speaking practice in class can help
prepare the pupils for communicating naturally in real life.
One may speak fluently and easily and yet not necessarily be able to communicate
effectively in all situations. It is important therefore to choose the activities very carefully so
that you give your pupils sufficient practice in the kinds of conversations they will need to take
part in real life.
Many kinds of speaking activities involve patterns your pupils will need outside the
classroom. You will need to make the selection and ensure the balance. Such patterns are in
operation in both monologues and dialogues. So it will be helpful for you to highlight these
patterns, possibly via a listening text. Also, you will need to highlight the reactions of the
listener (noises, questions, etc.) For instance, you need to teach the language used to give
helpful feedback to someone telling a story. At low levels the reactions taught might be
simply Mm (with appropriate intonation) or Really, while at higher levels a greater range
could be included.
Examples
Tell a story and pause at intervals to encourage your pupils to respond appropriately.
Another option is to give them possible reactions accompanying the script of story: the pupils
in groups will decide which reactions can fit where. Offer such reactions as: Ah, Oh, I see,
Hum! Typical!, Really!, What happened?, Good idea, Oh!, Very wise, Yes, of
course, What?, No, of course not, I know what you mean!, How awful / terrible /
dreadful!, Oh dear, I see!, etc.
For freer practice, your pupils can tell their own stories (prepared as homework) and
others respond or encourage them.
The aims of the freer activities can be to increase the pupils ability to deal with the
unpredictable, to give them maximum opportunity for self-expression, for the exploitation of
their language resources and for the practice of their communicative skills. They encourage
pupils independence and risk-taking rather than risk-avoiding strategies. They give them
more practice in making linguistically and socially appropriate choices. Your role in such
activities is of advisor, facilitator, monitor, or guide.
At the freer stage, the pupils choice of language is not directly prompted by you.
The activities are likely to lead naturally to the production of the target language. However,
some teachers like to preface the activity with instructions like Try to use the language we
have been practising or Try to use the Past Perfect, etc. In general, the success or
otherwise of a free practice activity depends on how far the pupils get into the activity, and
this basically depends on a few factors.
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What are, in your opinion, the factors that will determine the success of
a freer practice activity?
While many of the more controlled practice activities can be adapted for freer
practice, certain activities are particularly suited to this stage of the lesson.
a) Information gaps. If, for example, you are working on reported speech, you
might base your work on a jigsaw reading or listening. The pupils, in groups, could listen to a
number of candidates (no more than three) being interviewed for the same job and would
then re-group to choose the successful applicant. At this stage it would be natural for them to
use reported speech to pool their information. Similarly, the groups could read statements
made by witnesses of an accident (or suspects for a crime, etc.) and after re-grouping they
would decide who was responsible.
b) Problem solving. Information-gap activities involve the pupils in making a
decision. Thus their free speaking has a definite aim, and they have a task to complete. This
motivating principle can also be exploited in specific problem-solving activities.
Examples
i)
Tell the class Theres a dead man in the middle of a road with a pack on his back. The
class must find out what happened from you, but you can only answer Yes or No. Thus
the class will get a lot of practice in asking past simple questions. [Answer: his parachute
didnt open].
ii)
Survival problems. From a list of 20 items, the pupils choose six which would help
ensure their survival on a desert island or on the moon. If treated as hypothetical questions,
these will lead naturally to practising the Conditional II. If on the other hand, the pupils are on
a sinking ship, the Conditional I or will for spontaneous decisions is more likely to occur.
c) Games. Though most games, by their very nature, imply some measure of
control, they may well allow the pupils a wide choice of language and may be very
appropriate as free stage activities. Alibi for example can easily be set up as a freer practice
of past tenses.
d) Discussions. A discussion will offer your pupils free practice in the language of
agreeing or disagreeing, but discussion topics can be chosen to lead naturally to a variety of
other language areas. Thus a discussion of the future of the world ecological problems is
likely to involve future tenses, and Conditionals I and II. A discussion of the merits and
importance of past discoveries and inventions will lead to the use of the Conditional III.
These examples are more suitable for higher level pupils. For lower levels discussion
topics need to be carefully chosen to ensure that the pupils have sufficient language at their
disposal to express their views. Discussion is possible however with quite early levels if the
topic is geared to pupils personal knowledge and the vocabulary required is not too complex.
Discussions on different cultural customs, celebrations and common superstitions can prove
fruitful at quite early levels.
Some discussions may involve an element of role-play. The classic example is the
balloon debate where the members of the class represent famous people (or jobs /
professions) trapped in a balloon (or rocket or nuclear shelter) where resources will only
allow one to survive, so each must justify their own existence and talk the class round to
choosing them.
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Acting play scripts. Short written sketches or scenes are acted by the students.
Prepared improvised drama. Students in small groups invent and rehearse a short
scene or story and then perform for the others.
Setting up the activity carefully is crucial to the success of any freer activity. In roleplay and discussions it is unlikely that all stages would be accomplished in one lesson. Here
are some tips:
1.
Input: give input, informational or linguistic, checking use and understanding
2.
Materials: choose them carefully to ensure relevance, interest, and motivation
3.
Instructions: make them clear and simple.
4.
Roles: give appropriate roles to the pupils, taking care not to give dominant
roles to either quiet or dominant pupils
5.
Preparation time: allow your pupils the time to think, prepare, formulate
language and ideas (in groups or individually, in class or at home)
6.
Class management: plan the use of props and the seating. Your role will be in
the background (monitoring, advising or participating as a peer)
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7.
Learners language: make notes of mistakes, and use them as a basis of future
remedial work.
8.
Feedback: organise remedial work, use written consolidation, a summary of
topic points, and a summary of language points.
What kinds of questions do you need to ask yourself when using
discussions, role-plays and simulations?
the teacher writes up a number of sentences used during the activity and discusses
them with the students.
the teacher writes a number of sentences on the board. She gives pens/ chalks to the
students and encourages them to make corrections.
the teacher invents and writes out a story that includes a number of errors she
overheard during the activity. She hands out the story the next day and the students,
in pairs or groups or as a whole class attempt to find the errors and correct them.
the teacher writes out two lists headed A and B. On each list she writes the same
ten sentences from the activity. On one list she writes the sentence with an error; on
the other list she writes the corrected version. Thus the correct version of sentence 3
might be on either list A or B and the other list has an error. The teacher divides the
students into two groups, A and B, and hands out the appropriate list to each group.
The groups discuss their own list (without sight of the other list) and try to decide if
their version of each sentence is correct or not. If it is wrong they correct it. When they
have discussed all the sentences, the groups can then compare the two sheets.
Summary
Here is a simple framework for integrating practice in communication, offered by
William Littlewood in Communicative Language Teaching:
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Your pupils will need preparation for communication. The activities geared to the
easy manipulation of structures (e.g. substitution drills) and the practice activities which do
not necessarily involve real communication (e.g. info gaps activities) are bridging activities.
The pupils will then be ready to practice in communicative activities (functional
communication activities and social interaction activities.)
In functional communication activities the pupils are using language for the purpose
of carrying out a task (e.g. solving a problem, reaching a consensus, etc). This type of
communication practice will be complemented by social interaction activities where the pupils
simulate the kind of conversations situations they may be involved in outside the class and
may need to choose appropriate styles, intonation patterns, etc. Role-plays and simulations
are examples of this category.
Littlewood points out that there is no clear dividing line between these different
categories; they represent differences of emphasis rather than distinct divisions. Also, at any
level all four types of activity may be employed but graded in scope and difficulty to the needs
and abilities of the pupils.
Further Reading
Canale, M., and Swain, M. 1980. Theoretical bases of communicative approaches to
second language teaching and testing. Applied Linguistics, 1, 1 47.
Carrasquillo, A. L. 1994. Teaching English as a second language. A resource guide. New
York: Garland Publishing.
Harmer J., 2001, The Practice of English Language Teaching, Longman
Krashen, S. D., R. Scarcella, and M. Long (Eds.) 1982.Child adult differences in second
language acquisition. Rowley, MA: Newbury House.
Littlewood W. 1981, Communicative Language Teaching, CUP
Richards, Jack C. and Renandya Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
Shumin, Kang. Factors to consider: Developing Adult EFL Students Speaking Abilities in
Richards, Jack C. and Renandya Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
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4.
5.
6.
7.
2. The Text
There is a variety of text types. These can be grouped into categories, known as
genres, such as:
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Text Types
Functional or immediate
reference information texts
Literary texts
Professional, specialised or
technical texts
Enjoyment and correspondence
Leisurely or incidental
information texts
Journalistic literature and topical
information texts
Miscellaneous
Although you should encourage your pupils to read and get familiar with as many
different types of texts as possible, not all of them can be used in any classroom. Your
decisions about what texts to use will depend on who your pupils are and what they need
reading for. A balance has to be struck between the types of reading texts and the pupils
capabilities and interests.
Cohesion
Cohesion refers to the way a text holds together by particular linguistic means.
These include pro-forms (e.g. pronouns, a few verbs like have, will, do) connectors,
reference, substitution, ellipsis and vocabulary. It is essential for the pupils to understand
how a text is made up, the web of relationships that is built among the ideas. If the pupils
fail to understand this, they may also fail to understand the structure, the communicative
value of the text, and its function.
In the classroom, questions involving cohesion can serve as a comprehensionchecking device, for they enable you to see if the correct interpretation has been made.
Could you identify some of the cohesion markers in the
following extract from Bill Brysons A Walk in the Woods?
Consider this: Half of all the offices and malls standing in
America today have been built since 1980. Half of them. Eighty
percent of all the housing stock in the country dates from 1945. Of all
the motel rooms in America, 230,000 have been built in the last
fifteen years. Just up the road from Gatlinburg is the town of Pigeon
Forge, which twenty years ago was a sleepy hamlet nay, which
aspired to be a sleepy hamlet famous only as the hometown of
Dolly Parton. Then the estimable Ms. Parton built an amusement
park called Dollywood. Now Pigeon Forge has 200 outlet shops
stretched along three miles of highway. It is bigger and uglier than
Gatlinburg and has better parking, and so of course gets more
visitors.
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Connectors:
Reference:
Ellipsis:
Vocabulary:
Coherence
Coherence refers to the way in which sentences and groups of sentences in a text
make sense in relationship to each other. Sometimes the writer indicates the relationship
between sentences by the use of connectors, such as: but, moreover, and yet, in contrast,
etc. Some other times the pupils will have to infer the writers purpose and the relationship
between the sentences.
Some texts achieve coherence through other means, too. In telling a story, for
example, or giving a report, the writer usually proceeds by telling what happened next. In
descriptive passages, coherence may be achieved by the writer describing different
aspects of the same object, person or scene.
The sentences below are both cohesive, but one has a problem
of coherence. Which is incoherent? How can you explain the
problem?
a. Yesterday I got up late and had to leave in a hurry.
b. Yesterday I got up late and it will have to fly away.
Sequences
Grammar
Grammar also has a text function. If someone says I was driving very fast. I had
overslept, you see, we probably understand that I had overslept is an explanation for I
was driving very fast. This is partly because of the sequence, partly because of you see,
but also because we expect the past perfect to be used to provide explanations.
3. Reading Styles
A crucial factor in reading is purpose. This determines the way we read. In real life
we may want to glance quickly through a sports article to see who won, or to go quickly
through a telephone directory to find someones telephone number. On the other hand, a
legal document requires much closer attention, perhaps several readings, because we
need to grasp the information in detail. We read different texts with different purposes and
at different speeds. In some cases we read silently while in others aloud.
Extensive reading
Extensive reading consists of reading (longer) texts, usually for ones own
pleasure. It involves rapid reading of large quantities of material or longer readings (e.g.
whole books) for general understanding, with the focus generally on the meaning of what
is being read than on the language. The emphasis is thus on the information content of the
text. Extensive reading is a fluency activity involving global understanding, in which the
pupils do not check every unknown word or structure.
There is one major condition for the success of an extensive reading activity: the
text must be enjoyable. The main criteria for choosing extensive reading materials are
length, appeal, variety and easiness.
The length of the text must not be intimidating. Beginners, especially, need short
texts that they can finish quickly, to avoid boredom or discouragement. The texts must be
appealing: they must look attractive, be well-printed (bigger print for elementary pupils)
and have (coloured) illustrations.
There must be a variety of texts to suit the pupils needs in terms of content,
language and intellectual development. The level of the extensive reading material must
be easier than that of the textbook used in the classroom. Otherwise, the pupils will not
read for pleasure or fluently.
An extensive reading programme is a supplementary class library scheme,
attached to an English course, in which pupils are given the time, encouragement, and
materials to read pleasurably, at their own level, as many books as they can, without the
pressure of testing or marks. Thus, the pupils are competing only against themselves, and
it is up to the teacher to provide the motivation and monitoring to ensure that the maximum
number of books is being read in the time available. The watchwords are quantity and
variety, rather than quality, so that books are selected for their attractiveness and
relevance to pupils lives, rather than for literary merit.
The following characteristics are among the most important:
An extensive reading programme can be the most effective way of improving both
vocabulary and reading skills in general. The more reading your pupils will do, the more
skilful they become at reading as there is compelling evidence that extensive reading can
have a significant impact on learners language development. Not only can extensive
reading improve reading ability, it can also enhance learners overall language proficiency
(e.g. spelling, grammar, vocabulary, and writing). In addition, extensive reading, with its
emphasis on encouraging learners to read large amounts of meaningful language, is in
line with current principles for foreign language pedagogy. Experts now agree that some of
the most important principles include providing a rich linguistic environment, respecting
and capitalising on learners contribution to the learning process, and giving more
emphasis to fluency than to accuracy.
Which kinds of texts are suitable for intensive reading, which for
extensive reading and which for either strategy?
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The only way to become a good reader is by reading. If the average educated
native speaker can recognise about 50,000 words of the mother tongue in print, this is not
an objective that the foreign English student can reach without a great deal of reading.
Extensive reading is seen as having many advantages:
Intensive reading
Skimming and scanning are necessary for fast and efficient reading.
Skimming involves reading for an overall understanding of the text. The reader is
quickly running ones eyes through a text to get its essence, its general idea or gist.
Reading a few sentences, recognising a few words and expressions, a few main point(s)
and the function(s) may be enough. However, skimming involves some interpretation. For
instance, a reader may skim the review of a book to see if the reviewer thinks it is good or
bad.
Practice in skimming will show your pupils how much they can find out simply by
looking at the prominent elements of a text, by catching a few words or by reading
fragments. To train your pupils in skimming, you can remove a few sentences from a text,
or even whole paragraphs making sure those parts contain only supporting details and
ask our pupils to supply the missing parts.
Scanning is quickly going through a text to find particular information. Readers
look quickly through the text to find words that answer their specific questions. For
example, we may scan the TV times in search of a certain film, to see on what channel it is
on and when it is scheduled.
Scanning is a visual skill more than an interpretive one. When you practice
scanning in the classroom, make sure that you give your pupils clear instructions as to
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what they need to find out. For example, if you ask them to scan advertisements for ideas
on where to spend a holiday, they would need to find out about accommodation, prices,
meals, contact names and addresses, etc.
Pupils will need practice in both skimming and scanning, as it is usual to make use
of both when reading a text.
Each of the following descriptions refers to one kind of reading.
Write down the name of the kind of reading in the space provided:
a)
You read a poem and enjoy paying close attention to the
poets use of language. You do reading.
b)
You need bibliography for a research assignment and
you look quickly through the books and articles that you find in the
library to see whether they contain information you need. You do
reading.
c)
You are on holiday and you read an adventure story.
There is no pressure on you to finish the book quickly. You do
reading.
d)
While waiting for an appointment with your dentist, you
pick up a magazine and discover an article that interests you. You do
not have time to read the article in detail but you try to extract as
much information from it as you can. You do ... reading.
(after M. Parrott)
Intensive, extensive, scan and skim reading do not exclude one another. We often
skim through a text to see what it is about before deciding whether it is worth scanning for
specific information. In real life, our reading purposes constantly vary and we need various
approaches to cope with our needs. That is why your pupils need practice in different ways
of reading. Their choice of reading style will depend on the nature of the text and the
purpose they have in reading it.
It is important to give your pupils practice in different reading styles. This is
achieved not by telling them to skim, scan or read intensively but by setting tasks that
encourage these styles. It is the task which provides the pupils with a purpose and enables
them to practice and develop a style. Classroom activities should ensure practice in all
reading styles so that your pupils do not use the same strategy for all texts.
to obtain information for some purpose or because we are curious about some
topic
to obtain instructions on how to perform some task for our work or daily life
to keep in touch with our friends by correspondence
to know where and when something will take place or what is available
to know what is happening or has happened (as reported in newspapers,
magazines, reports)
for enjoyment or excitement.
Before you continue reading, try to answer these questions:
Do any of the reasons above match your classroom reading
aims?
Do your pupils need to do all these things in English?
In some reading classes, the only function the pupils can see seems to be English
has to be learnt or reading techniques have to be learnt. In such cases, the pupils
motivation is low. If your pupils see no other purpose in reading other than that you make
them do it, then reading lessons will be unsuccessful.
Some classes can focus primarily on the development of reading skills, while
others can include reading skills as part of integrative practice. Classroom reading
activities are suggested by:
The needs, interests and abilities of the pupils. You will need to emphasise
the kind of activities your pupils will encounter in English. You must ask your pupils and
yourselves what kinds of texts they read in Romanian and if the strategies and skills that
they already possess in Romanian can be transferred to English reading tasks.
The aims of the particular lesson. The reading activities should be
harmonised with the aims and the other work that is practised during the lesson.
The purpose for reading a certain text. Class activities should help your
pupils to become active decision makers and risk takers. They should become
independent readers who set their own goals and strategies for reading.
The specific characteristics of the reading text. You often have to
determine what kind of reading the text invites and develop activities and contexts that
parallel the most realistic and appropriate approaches to a given text.
Individual pupil needs. Individual pupils may require explicit instruction in
different aspects of reading: skimming, scanning, understanding organisational clues,
accessing prior knowledge, making hypotheses, etc.
Before reading on, make a list of the reading objectives you
have set for your pupils so far. Then compare them with the
objectives discussed below and think which of these you could use in
the future.
First you must decide what your pupils need to get out of their reading, select
motivating texts and set clear tasks. Sometimes the pupils have no particular interest in
reading a text because the text is not motivating. Moreover, if the task is not very clear, it
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may distract the pupils attention from the text or spoil their enjoyment.
Your purpose in teaching reading is to train your pupils to read fluently, without
help, and for their own enjoyment. Your role is to facilitate this process by selecting texts
suited to your pupils goals and interests and practising appropriate techniques. Your aims
for the reading classes should include the promotion of the sub-skills of:
1. reading texts with comprehension
2. using various reading styles
3. learning (both content and language) through reading
4. reading critically
Your aims will vary with the pupils age, interests, skills and knowledge, and the
time allotted to reading in your syllabus.
Your pupils should be able to identify the purpose and the function of a text, its
main topic and the way the topic is developed through different paragraphs. In spite of the
language problems that may arise from time to time, they should also be able to interpret
individual sentences, using techniques for dealing with unfamiliar vocabulary. Remember,
however, that not all texts need to be read for full comprehension.
Your pupils should be able to skim, scan, and read intensively and extensively,
according to their purpose. In order to develop flexible individual reading styles, you
should provide practice in a variety of text types. Many recent textbooks offer such a
variety of text types and further variety can be provided by using supplementary materials.
A common reason for reading in the classroom is to learn English. A reading text
is often used as a vehicle for presenting and practising grammatical structures and lexical
items. This is perfectly acceptable as long as both you and the pupils are aware that it is
not a reading lesson. Texts for this type of activity tend to be selected because they
provide lots of examples of a particular structure. The problem is that texts are often
artificially created round a structure, resulting in unnatural language.
While reading, your pupils will meet a great deal of new language and new
content. The pupils should be able to pick out the relevant information, evaluate arguments
and evidence, and distinguish between main points and details.
Lessons should address specifically the problems your pupils have. The following
could reasonably be lesson aims for reading lessons:
to increase pupils awareness of how a clear purpose can make reading more
effective
to present strategies for dealing with individual unfamiliar words
to increase pupils awareness of different reading styles
to provide practice in intensive reading or in scan reading
to present various aspects of British culture enabling them to make useful
predictions.
The areas of language knowledge which have an effect on pupils ability to read
effectively are usually addressed in separate lessons. The following could well be such
lesson aims:
to introduce and provide practice in collocations (e.g. nice and easy, out and
about, peace and quiet).
to provide practice in mixed conditionals focusing attention on the meaning of
each clause.
to present contrast conjunctions (e.g. though, however, although)
to present a way of dealing with unfamiliar words by breaking them down into
parts
to provide practice in recognising foregrounded information by looking at clause
orders in sentences
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If you prefer you can state your aims in a more learner-centred way:
to help the pupils increase their understanding of how they can make correct
inferences using background knowledge
to help pupils use their extensive background knowledge to make correct
inferences, etc.
to enable them to consolidate their understanding of the function of
conjunctions (e.g. however, although, though) and of their place in the
sentence.
Recognition
Knowledge of the language
Knowledge of formal text structure
Content and background knowledge
Cognitive processing
Metacognitive knowledge and skills monitoring
The lower sub-skills involve rapid, precise and unconscious processing, such as
allowing readers to recognise words and grammatical forms rapidly and automatically. The
higher skills enable them to comprehend, synthesise, interpret, and evaluate the text.
Recognition sub-skills
These consist of the abilities of recognising the sounds and the script of a
language, deducing the meaning and use of unfamiliar words, understanding information
both explicitly stated and implicit.
Your pupils must be able to recognise the English script, the combinations of
letters in the spelling of words, and able to recognise words. They should not waste time
working out each word or group of words, even if they may not know all of the words in the
text they are reading.
This means understanding conceptual meaning, the relations within the sentence,
the communicative function of sentences, the relations between the parts of a text, and
cohesion devices.
Your pupils will need strategies for dealing with unknown words. Reaching for the
dictionary is not always a good idea. Explain to your pupils they will meet three kinds of
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unknown words: key words, words which can be ignored and words that can be guessed.
The words that are not significant for a general understanding of the text can be
ignored. Key words, however, need to be understood; you either pre-teach them, or
recommend the use of a dictionary. In the third category there are words whose meanings
can be inferred from the context, and your pupils should be given practice in doing this.
They can be convinced of the value of guessing from context if you provide simple texts in
which nonsense words are used. Consider the following sentences:
a.
b.
c.
When their car broke down, the whole family had to strack home a
distance of two hundred metres in the rain.
After their walk the children were so zlopped that they needed a hot bath
and then they went straight to plenk.
The following gart they woke up feeling all right.
Can you guess what English words the above nonsensical
words replaced?
It is quite easy to guess the meanings of the nonsense words in these sentences,
and for general understanding it does not really matter whether gart is morning or day.
Discovering the meaning of unfamiliar items making use of contextual clues (syntactic,
logical and cultural) is called inferring. When you use a new text, you do not always need
to explain the difficult words and structures beforehand. You can encourage your pupils to
guess the meaning of unknown items, based on word-formation or context. Efficient
readers generally read in groups of words, without looking at everything in a given piece of
writing, and going for the overall meaning of a text.
Knowledge of text structure
This involves knowledge of how a text is organised, of the rhetorical structures and
conventions, of specific logical patterns.
Your pupils must know the language of the text they are reading: the content
words and what they mean, though perhaps not all of them. Also, they must know the
syntax and the effect of structural words, of word form, and of word order. A competent
reader of English is aware that a sentence like She shouldnt have been there at that
time cannot stand alone and must refer to a situation already mentioned in an earlier part
of the text. The identity of she must already be known and the place and time signaled by
there and at that time must have been specified already. Exercises in which pupils are
asked to search for and underline or circle cohesive pairs in a text are recommended.
It is also important to train your pupils to look first at the basic sentence pattern
(subject + verb) and then at the other elements and their contribution to sentence
meaning. To practise this, you can ask them to divide passages into sense groups and
analyse the important elements.
Another important ability is that of recognising and interpreting discourse markers,
such as then, next, after this, which show the sequence in which events occur. Other
markers, such as for example, all in all, as already noted, indicate that the writer is
exemplifying, summing up or referring to a point made previously. However and moreover,
signal that the writer is making an adjustment to a previous statement or adding further
evidence. You need to teach your pupils to recognise the various devices used to link
sentences and ideas. You may offer them exercises in recognising the function of
connectors, finding equivalents, completing texts with the missing link-words, transforming
disconnected sentences into text by joining sentences and adding connectors.
Understanding the meaning of individual sentences is important, but insufficient.
Your pupils should be able to recognise the purpose of the text as a whole, to see how it is
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organised, and to understand the relationship between sentences. They should be able to
follow the writer and see how the sentences and the paragraphs are related to each other,
and make sense of the text.
This involves prior knowledge of content, background or culture. All readers bring
their knowledge of the world to a text: life experience, familiarity with a particular topic and
with different text types, but also knowledge of a particular culture or way of life.
Whether knowledge of the world will help your pupils to understand the text will
depend on the nature of the text and their knowledge. The cultural background of your
pupils, if different from that of the writer, may cause additional difficulties in understanding
a text. If you want your pupils to be able to read a text effectively, you have to provide such
knowledge or enable them to access it in some way before the reading. However, you do
not need to prepare your pupils for everything that they will encounter in the text. Very
often reading also means learning.
Look at this short newspaper note from The Observer, 25
March, 2001.
Blair rejects Marbles plea
Tony Blair yesterday rejected long-standing demands by
Greece for the return of the sculptures removed from the Parthenon
200 years ago. In an interview with the Athens daily To Vima he
said the Elgin Marbles belong to the British Museum which does
not intend to return any part of the collection to its country of origin.
Greece had hoped to have the pieces returned by 2004, when it will
host the Olympics.
What kind of knowledge is necessary to understand this?
You also need to encourage higher level interpretation sub-skills, as reading
involves the formulation of constant guesses or predictions that are either rejected or
confirmed later. The reading activities should cultivate the pupils ability to recognise the
purpose of the text as a whole, text organisation, and to think ahead, hypothesise and
predict text development.
13
This is knowledge about cognition and language, recognising text structure and
organisation, using a dictionary, taking notes, and so on. Skills monitoring involves
previewing, recognising problems with information presented in the text, adjusting
strategies.
Previewing involves the use of the table of contents, the appendix, the preface,
and the headings in order to find the information needed. It is used in skimming, scanning
and as a study skill.
Pupils need to be made aware that there is not just one way of reading as they do
not always recognise this. Their instincts are to read every reading text thoroughly and try
to understand every word. This will not improve their reading ability, because this is not the
way people read in real life.
Your first task is to persuade your pupils that there are different ways of reading
for different purposes and that they need to practise different reading techniques.
What type of processing, lower or higher level, is involved in the
following reading tasks:
1.
Choose the most suitable heading from the list A - I for
each part 1 - 7 of the text.
2.
What does it in line 12 refer to?
3.
Seven sentences have been removed from the article.
Choose from the sentences (A - H) the one which fits each gap.
4.
Read the text and take down notes under the following
headings.
5.
Choose from the list (A - H) the sentence that best
summarises each part (1 - 6) of the article.
6.
Choose the answer (A, B, C or D) which you think fits
best according to the text:
What was the dance like?
A
formal
C
informal
B
boring
D
confusing
1.
4.
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2.
5.
3.
6.
14
If you want to apply a top-down reading approach, you can choose from among
several procedures:
present typical text patterns (e.g. a typical essay paragraph pattern is Topic
- Restriction Illustration; a typical advertisement pattern is Problem Solution
Evaluation)
while pupils read topic sentence or introduction, help them to predict what
might come next
ask pupils to use white correction fluid to cancel unfamiliar words - this may
help them to work out the approximate meaning from context.
15
unrealistic to expect your pupils to be able to transfer and use effectively the reading
comprehension processes they use in Romanian. Language plays a critical role in reading
abilities, and reading is fundamentally a balanced language and thinking process.
These procedures fall into two main categories: a) helping pupils to cope with
unfamiliar vocabulary and b) helping them develop text analysis skills.
a) developing vocabulary decoding skills
teach suffixes and prefixes and ask your pupils to work out the meanings of
unfamiliar words with such suffixes and prefixes
help your pupils recognise words families by getting them to complete word
grids:
noun
description
adjective
descriptive
suggestive
verb
describe
persuade
present grammatical reference words and show how they refer backwards
and forwards to other words and phrases in the text (e.g. personal pronouns,
demonstratives)
do the same with typical lexical reference words. for example, you can put a
circle around a lexical reference word and show, with an arrow, what it refers to
ask your pupils to put together a text whose paragraphs have been
scrambled, discussing why they have made their decisions.
You should engage your pupils in activities that combine top-down and bottom-up
strategies in reading. In practice this means discussing the topic of a text before asking
your pupils to read it, arousing expectations, and eliciting connections between references
in the text and situations known to the pupils.
Fluency in reading requires skill in both top-down and bottom-up processing.
Fluent readers employ lower and higher level reading sub-skills simultaneously. They
possess a large receptive vocabulary and knowledge of syntactic and rhetorical structure.
They interact with the text to create meaning. They approach it with prior knowledge (of
what the text is, of what they expect it to mean, of how it is to be read) and cognitive skills,
combined in developing predictions about its content and development. While reading,
fluent readers may re-read fragments of the text rapidly to confirm or reject these
predictions. If the predictions are confirmed, they continue reading with an increasing store
of information on the topic. If the predictions are not confirmed, the readers return and reread more carefully.
6. Reader Response
To make your pupils active in the reading process, you will have to ask for a
response from them. Their response can be either linguistic or non-linguistic.
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Linguistic responses
Non-linguistic responses
Many activities that do not involve verbal responses can also prove your pupils
understanding of the text:
comparing text and image by matching passages of the text and diagrams;
rendering the information into the form of a diagram;
performing an action, finding a solution, making a decision using the
information from the text.
What other things can your pupils do with the information from a
text to prove their understanding of it?
1. Give your pupils a set of comments (What rubbish! That's interesting, I didnt
know that, etc.). The pupils have to write the comments in the margin while
they are reading.
2. Give them a set of headings which they must apply to appropriate paragraphs.
3. Give them a set of sentences which they must fit into the text at appropriate
places.
4. Ask them to invent their own paragraph headings and their own sentences for
insertion.
5. Get them to role-play author and reader: give the reader a set of questions;
the author has to re-read the text and try to reply. (e.g. When you wrote... ...,
did you mean or ?)
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The differences between the L1 and L2 and between L1 and L2 reading instruction
explain why the pupils encounter many difficulties caused by language processing
differences. Transfer effects, as in the case of false friends (e.g. library, terrible, sensible,
etc) can influence vocabulary recognition. Orthographic differences, unfamiliar syntactic
structures, word order, and other structural differences between English and Romanian
mislead your pupils, particularly beginners. The pupils incomplete knowledge of the
language may cause serious difficulty with some texts. In fact, a fundamental difference
between the native readers and the foreign readers is that the former use the language to
help them read, whereas the latter use reading to learn the language.
What are, in your opinion, the advantages of your pupils over
the native readers of English as far as learning reading is
concerned?
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Exploring the relationship of ideas in a text can be carried out at almost any
proficiency level. Beginners can develop semantic maps that are entirely schematic,
containing basic words or no writing, with pictures. Here is an example of such a semantic
map, drawn around the concept of house:
paper
work
grass
desk
tree
play
garden
vegetable
eat
flower
chair
table
bed
HOUSE
kitchen
wall
room
roof
door
bathroom
bedroom
chimney
sitting-room
Tasks addressed to more advanced pupils are more sophisticated. They are
usually based on complex thinking and engage the pupils with the language in different
ways. Both texts and tasks approximate more closely to the kind of texts and tasks that the
pupils tackle in Romanian. The tasks involve longer, multi-stage, integrative activities,
entailing extended speaking, listening and writing. Some pieces of writing demand a
personal response such as interpretation, application to other contexts, criticism or
evaluation.
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10. Gapped text: towards the end of the text, 4-5 gaps are left
that can only be filled in if the text has been understood.
(after Penny Ur, 1996, A Course in Language Teaching, Practice and Theory,
CUP)
Summary
As a foreign language skill, reading is very important; in fact, one may argue that it
is the most important, especially for those pupils who may never actually have to speak
English. However, in the regular classroom reading should not be separated from the other
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skills, since in real life there are few cases when reading is not linked to these.
The unit offers a classification of reading texts and refers to the importance of
some text characteristics for efficient reading. A number of reading styles are described,
while the idea that the purpose of reading determines the reading style chosen is
underlined. Formulations of aims for reading activities and types of reading activities that
cultivate various reading sub-skills are also suggested.
Further Reading
Grabe, William. 2002. Dilemmas for the Development of Second Language Reading
Abilities in Richards, Jack C. and Renandya Willy A., 2002. Methodology in
Language Teaching. pp. 276 286. Cambridge: CUP.
Grellet, Franoise, 1981, Developing Reading Skills, CUP
Janzen, Joy. Teaching Strategic Reading in Richards, Jack C. and Renandya Willy A.,
2002. Methodology in Language Teaching. pp. 287 294. Cambridge: CUP.
Nuttall, Christine, 1982, Teaching Reading Skills in Foreign Language, Heinemann
Renandya, W.A. and Jacobs, G.M. Extensive Reading: Why Arent We All Doing It? in
Richards, Jack C. and Renandya Willy A. 2002. Methodology in Language
Teaching. pp. 295 302. Cambridge: CUP.
Richards, Jack C. and Renandya, Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
Silberstein, Sandra. 1993, Techniques and Resources in Teaching Reading, OUP
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set up, apply and monitor a variety of interactive classroom writing tasks
offer a theoretical justification for each of these tasks
integrate writing activities with the development of one or more of other skills
identify the various sub-skills involved in the writing process
select and apply appropriate classroom activities to develop these sub-skills
assess the learning outcomes of specific writing activities.
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Writing refers to several sub-skills: putting words on paper, making sentences and
linking them in paragraphs, writing a poem, developing an essay, and many others. Nunan
(1989) notes that writing involves:
organising content at the level of the paragraph and the complete text to reflect
new/given information and topic/comment structures
Writing to learn
Writing is widely used in the English classes as a means of engaging the pupils with
other language skills. The pupils note down new vocabulary, copy out grammar rules, write
out answers to reading or listening comprehension questions, do written tests. In these
activities, writing is mainly a means of getting the pupils to practise a particular language
point, or as a convenient method of testing it.
Which of the following kinds of text do you think your pupils would
need in Romanian and which in English?
advertisement, essay, filling in a form, letter to the manager, letter to
a newspaper, letter to mother/father, note about a telephone message,
newspaper article, poem, pop song lyric, postcard, report, shopping list,
story, Ph.D. thesis.
Learning to write
Other activities have as main objective writing itself. These practise written forms
either at the level of word or sentence or at the level of content and organization. The pupils
have to express themselves using their own words. They have to state a purpose for writing,
and often to specify a readership. Examples of such activities include narrating a story,
writing a letter or a report.
Some activities combine purposeful and original writing with the learning or practice of
some other skill or content. For example, a written response to the reading of a text will
combine writing with reading. A task which provides little or no practice for the pupils to
extend their knowledge of appropriate content or context or to raise their awareness about
the writing process is not really a writing task but a general learning task using writing.
Writing in Romanian and Writing in English
You may have already noticed thst pupils progress in language complexity much
faster in English than in Romanian. They understand easily that some of the structural
differences observed between speech and writing in Romanian are similar in English, and
consequently attempt the same kind of language adjustments when they write in English.
They realise quickly that the manner in which sentences grow in complexity is similar in
Romanian and English: simple sentences are joined first through coordination, then
subordination, and finally clause reduction.
However, there are some features of written language that may cause major
problems to your pupils as they may differ from those of Romanian. These operate above the
level of the sentence: layout and physical organization on the page, text organization
determined by the social function the text fulfils, relationships between clauses and clause
complexes. That is why your pupils may benefit from an explicit understanding of how these
work.
For the Romanian student of English, many writing conventions will remain a mystery
unless teachers are able to bring the forms and patterns of language use to conscious
awareness. However, many English tests will evaluate their control of text organisation,
sentence structure, etc. By providing learners with the language to talk about texts, they can
better understand how to make a piece of writing more effective and appropriate to the
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communicative purpose. This also helps them increase their writing skills and become more
efective during peer editing and revision.
In writing English, which appears to create more
difficulties to you, cohesion or coherence?
Approaches to Writing
There are two main ways of approaching writing: focusing on the product or on the
writer. These perspectives have determined major approaches on the teaching of writing.
The focus on the product gave birth to the traditional text-based approach. The
teachers using this perspective often present model texts, usually given in textbooks, for the
pupils to imitate or adapt. They believe their role is to cultivate conformity to models, and
accuracy rather than fluency. They see mistakes as something they have to correct and
eliminate. In this approach, the pupils write variations first on sentences, then on paragraphs,
then on very controlled compositions, and finally, at an advanced level, they work on free
composition.
Examine one of the textbooks in use.
a) What writing activities suggested in these textbooks give the
pupils the opportunity to be creative and original?
b) Find examples of activities which begin with an example text
or samples of language that the pupils have to imitate or incorporate into
their own writing.
PROCESS ACTIVATED
PROCESS TERMINATED
Planning
Drafting
Editing
Revising
Fig. 1 The Writing Process (Seow A, p. 315
Process writing as a classroom activity incorporates the four basic writing stages
planning, drafting (writing), revising (redrafting) and editing and three other stages
externally imposed on students by the teacher: responding (sharing), evaluating and postwriting. Process writing is highly structured as it necessitates the orderly teaching of process
skills.
It is now recognised that pupils not only need help throughout the writing process, but
that creative writing in the classroom is a shared activity. This kind of thinking has resulted in
much more attention being paid to the pre-writing stage.
Planning
Planning (pre-writing) encourages students to write. It stimulates thoughts for getting
started. It moves students toward generating tentative ideas and gathering information for
writing. The following activities provide the learning experiences for students at this stage:
Group brainstorming.
Clustering. Students form words related to a stimulus supplied by the teacher. The
words are circled and then linked by lines to show clusters. The visual character of
the activity stimulates the flow of associations.
Rapid free writing. Within a limited time of 1 or 2 minutes, individual students freely
and quickly write down single words and phrases about a topic. Rapid freewriting
is done when group brainstorming is not possible or because of the personal
nature of a certain topic.
Wh-questions. Students generate who, why, what, where, when and how
questions about a topic. or such questions can be asked of answers to the first
string of wh-questions, and so on. This can go on indefinitely.
Drafting
Once sufficient ideas are gathered at the planning stage, the first attempt at writing
drafting may proceed quickly. At this stage, the writers are focused on the fluency of writing
and are not preoccupied with grammatical accuracy or the neatness of the draft. One
dimension of good writing is the writers ability to visualise an audience. Although writing in
the classroom is almost always for the teacher, the students may also be encouraged to write
for different audiences (their peers, other classmates, pen-friends, or family members). A
sense of audience will dictate a certain style to be used.
Students should also have in mind a central idea that they want to communicate to
the audience in order to give direction to their writing.
Depending on the genre of writing (narrative, expository or argumentative), an
introduction to the subject of writing may be a startling statement to arrest the readers
attention, a short summary of the rest of the writing, and apt quotation, a provocative
question, a general statement, an analogy, a statement of purpose, and so on. Such a
strategy may provide the lead at the drafting stage.
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Responding
Responding to student writing by the teacher (or by peers) has a central role to play in
the successful implementation of process writing. Responding intervenes between drafting
and revising. It is the teachers quick initial reaction to students drafts. Response can be oral
or in writing, after the students have produced the first draft and just before they proceed to
revise.
The failure of many writing activities in schools may be ascribed to the fact that
responding is done in the final stage when the teacher simultaneously responds and
evaluates, and even edits students finished texts, thus giving students the impression that
nothing more needs to be done.
Text-specific responses in the form of helpful suggestions and questions will hale
students rediscover meanings and facilitate the revision of initial drafts. Such responses can
be provided in the margin, between sentence lines or at the end of students texts. Peer
responding can be effectively carried out by having students respond to each others texts in
small groups or in pairs, with the aid of a checklist.
Responding checklist
Revising
Comments and discussion may follow after a second draft is attempted, and so on.
The pupils need to be assured that the final product is not the only thing to be judged. Praise
for the first draft, and praise, advice and suggestions throughout the writing process are very
important.
If you accept that for teaching purposes at least, the process of writing is more
significant than the final product, then it follows that pupils need to be given enough time to
produce their essay. If it is a race against time, then few of the above procedures can be
applied.
Much of the teaching of writing comes at the first draft stage. Very little can be taught
after the final version has been submitted. That is why you need to sit with your pupils and
discuss the first drafts, be appreciative of good ideas, and make suggestions for general
improvements in structure.
When students revise, they review their texts on the basis of the feedback given in
the responding stage. They re-examine what was written to see how effectively they have
communicated their meaning to the reader. Revising is not merely checking for language
errors (i.e. editing). It is done to improve global content and the organisation of ideas so that
the writers intent is made clearer to the reader.
Revising can be done in pairs, with the students reading aloud each others drafts
before they revise. As students listen intently to their own writing, they are brought to a more
conscious level of rethinking and re-seeing what they have written.
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Editing
At this stage, students are engaged in tidying up their texts as they prepare the final
draft foe evaluation by the teacher. They edit their own or their peers work for grammar,
spelling, punctuation, diction, sentence structure and accuracy of supportive textual material
such as quotations, examples and the like. Formal editing is deferred till this phase in order
that its application not disrupt the free flow of ideas during the drafting and revising stages. A
simple checklist might be issued to student to alert them to some of the common surface
errors found in students writing. For instance:
The students are, however, not always expected to know where and how to correct
every error, but editing to the best of their ability should be done as a matter of course, prior
to submitting their work for evaluation each time. Editing within process writing is meaningful
because students can see the connection between such an exercise and their own writing in
that correction is not done for its own sake but as part of the process of making
communication as clear and unambiguous as possible to an audience.
Evaluating
Very often teachers compress responding, editing and evaluating into one. This
deprives students of the vital link between drafting and revision (that is, responding) which
often makes a big difference.
In evaluating student writing, the scoring may be analytical (i.e., based on specific
aspects of writing ability) or holistic (i.e., based on a global interpretation of the effectiveness
of that piece of writing). In order to be effective, the criteria for evaluation should be made
known to students in advance. They should include the overall interpretation of the task,
sense of audience, relevance, development and organisation of ideas, format or layout,
grammar and structure, spelling and punctuation, range and appropriateness of vocabulary,
and clarity of communication. Depending on the purpose of evaluation, a numerical score or
grade may be assigned. Students may be encouraged to evaluate their own and each others
texts once they have been properly taught how to do it. In this way, they are made more
responsible for their own writing.
Post-writing
Post writing constitutes any classroom activity that the teacher and students can do
with the completed pieces of writing. This includes publishing, sharing, reading aloud,
transforming texts for stage performances, or merely displaying texts on notice-boards. The
post-writing stage is a platform for recognising students work as important and worthwhile.
Scrivener (1994) proposes at least nine stages of preparation before the final draft of
a piece of creative writing is produced:
3.3
writing. Further guidance, in the form of models, may be needed. You may therefore wish to
consider several stages in preparing pupils for free writing. Raimes (1989) proposes five
types of controlled writing: controlled composition, question and answer, guided composition,
parallel writing and sentence combining.
Controlled writing
Controlled writing activities provide both content and form. The pupils are not asked
to create anything. You give them a passage and ask them to make alterations to it. These
alterations are normally grammatical. For example, you may ask them to re-write a passage
about a single child so that it becomes a passage about several children, to re-write a direct
speech text in reported speech, or to re-write a present tense passage in the past simple.
Other activities include copying, gap-filling, re-ordering words, substitution (e.g. If he
stayed/left/spoke they would disagree with him), correct the facts (e.g. re-write the sentences
so that they match a picture), and dictation. They are typically used with beginners and the
objective of this kind of activities is that pupils make as few mistakes as possible. This
explains why in all these activities the pupils have to add little if anything of their own.
These activities can be made more meaningful and interesting, still remaining very
controlled, if the pupils are given a chance to think what they are writing. For instance,
copying is completely mechanical when they are asked to copy a string of words: a sentence
that they do not understand. In this case, their attention is focused only on spelling. But
copying may become more meaningful if the pupils can contribute something to the text.
Part(s) of the sentence can be left out for the pupils to write themselves. The teacher may
write the sentence outline on the board, (e.g. they home afternoon), say the whole
sentence and ask the pupils to write what they heard. You can also show or draw a picture to
replace part(s) of the sentence. Alternatively, you may write the sentence on the board, and
ask your pupils to write a similar true sentence about themselves.
Another extremely restricting activity, gap-filling, can become more involving and
challenging if the pupils are given the opportunity to choose between alternatives given in
brackets.
Without real comprehension, dictation is also a mechanical activity, restricted to
practising spelling. If done traditionally, you read a text once through and then dictate it
phrase by phrase. Then the text is read through once again. Even done this way, dictation
cannot be denied a number of advantages: it is an intensive activity which helps to develop
both listening and writing, requires concentration, and can be done with large classes.
What are, in your opinion, the disadvantages of dictation?
pupils to questions asked by you. The questions may be based on a set of notes or a picture.
A picture sequence can be used to make the task a little more interesting.
example
You begin by asking what is happening in each picture in turn. Individual pupils
suggest answers, such as The boy is asking the teacher if he can go home because he is
sick. You write the best answer for each picture on the board. When all the questions are
complete, you ask the pupils to use the six answers as the basis for their text, reminding
them that the story must be told in the past tense. Before settling down to produce their texts
in pairs or small groups, the class may decide together what the wording of the first sentence
will be.
As confidence and skill grow, you can ask the pupils to create a story directly from a
sequence of pictures, without the question - answer stage. In this activity, writing can be
integrated with oral work. Class discussion establishes what is happening in each of the
pictures, then pupils decide in pairs or small groups how they are going to put the story
together. Each pair writes a first draft of the story then passes it to the next pair for comment
and correction. Second drafts are then written, and so on. In this way, all the class are
involved in the writing process.
In another version of this activity the whole class share in the writing of the same
story (e.g. a fairy tale type in which the characters and plot are fairly predictable). After class
discussion of standard forms and sequences of events in fairy tales, one pupil is asked to
write the first sentence of a story on a piece of paper. The paper is then passed on to the
next pupil who writes the second sentence, and so on. Once the class is accustomed to this
kind of combined writing, several stories can be circulating at the same time. The completed
stories are read out to the class by individual pupils for comments and suggestions. As a
follow-up task, the pupils may be given copies of the story to check for grammatical accuracy
and punctuation.
Guided writing
In guided writing, you still retain a certain amount of control over the form and content
of the pupils writing. The pupils are given information that they must include in their writing.
Sometimes you also give the first and last sentences. The information may come in the form
of a picture. For example, you give a picture of a lake on a summer day with people doing
various things (e.g. swimming, diving, having picnics and sunbathing). In the distance a
farmer is seen with his sheep dog. The task is to write three paragraphs about the scene.
You tell the pupils to begin by saying that the picture shows a scene in the
countryside. Then you ask them to say something about the weather, the colour of the sky,
the sun and the shade given by the trees round the lake. They must describe the lake: is it
big, small, deep, shallow, clear or dark? In the second paragraph the pupils are asked to
describe the people and say what each group is doing. What does the farmer use his dog
for? Finally, you tell them to end the paragraph with the words Other people can enjoy
themselves in the summer sun, but the farmer has to work.
Parallel writing
Such activities are typically used with pre-intermediate and intermediate pupils. In this
type of writing activities, content is free but form is given. You first give the pupils a piece of
writing to see and then they use it as a basis for their own work. The original piece sets a
model and guides them in expressing themselves. This type of activity is central to the
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10
teaching of connected discourse since it sets models from which the pupils can work. It
generally addresses the paragraph level.
Parallel writing tasks come in various forms to allow for varying degrees of control by
the teacher.
example
Sentence combining
Sentence combining tasks are rather more mechanical than parallel writing tasks.
They provide the pupils with the materials and ask them to manipulate them. You give sets of
simple sentences and ask the pupils to combine them in grammatically acceptable ways to
produce complex sentences. This helps to develop their style.
example
11
abilities of the class. Also, it requires no specially prepared materials. The ideas about what
to write are generated by the pupils themselves.
Before asking your pupils to write an example of a particular text type,
you might want to go with them through some stages. Put the stages
suggested below into an appropriate order and justify your decision:
a)
practising guided writing which follows prompts (e.g. pictures or
sentences that summarise paragraphs)
b)
doing exercises that practise characteristic features of text type
(e.g. passive voice)
c)
reading examples of the text type
d)
analysing a sample text to isolate typical features.
3.5
12
of modelling and controlled practice, a lot of attention is paid to motivation and to selfexpression. It stresses purpose and audience and encourages interaction among the pupils,
with less emphasis on form and accuracy. Through the activities, many of them based on
information gaps, and done in pairs and groups, the pupils are exposed to a lot of written
language. Listening and reading materials of a factual nature are also frequently used. Here
are some popular ideas of written communicative activities:
Relaying instructions
One pupil or one group of pupils elaborate instructions for the performance of a task.
They have to tell another pupil or group to perform the task by giving them written
instructions.
Writing reports, advertisements, brochures
The pupils write items for a school news broadcast or a school magazine. They can
join together to write a brochure about the place they live in or are studying in. They can write
and design their own advertisements.
Co-operative writing
The pupils may write joint stories, each pupil contributing a sentence. They may start
either at the first or the last sentence (these may be or may not be supplied).
The agony column
The pupils invent some problem, write letters to the columnist and then have them
answered by other members of the class.
Letters of complaint
The pupils write letters of complaint about faulty goods they have purchased or bad
service they received. The company representatives reply to these letters.
Job applications
The applications can be later on judged and a decision taken about who is
successful.
Letter writing and journal keeping
You can write a letter to the pupils in a (small) class, telling them something about
yourself and inviting them to write letters to you, which you would reply to personally. The
pupils may engage in correspondence about learning, their experiences, how they feel about
school, etc. The pupils use writing for genuinely communicative purposes and get individual
attention from you. The disadvantages of this procedure, as Rinvolucri, the initiator admits,
are firstly that some pupils get too close to the teacher and secondly that it takes a lot of
your time.
Alternatively, you can ask the pupils to keep diaries. Here they will write what they
want about what interests them. They will comment on the classes, on their personal
experiences, on politics or they will write stories. You can ask them to write in their journals
for five minutes at the end of every class, but also when they themselves want to. Such an
activity ensures frequent writing practice and all pupils have a chance to use English to
reflect their own thoughts and feelings. You have the advantage of interacting with your
pupils as individuals. These diaries are not primarily to be corrected, but rather to be reacted
to. In this activity, content feedback is far more important than form feedback.
Journal keeping is a private and confidential, as well as highly individualized process.
Consequently, assessing students journal entries is also a private matter between the writer
and the teacher. Sometimes the teacher can respond to journal entries through conferencing.
Journal entries can contribute greatly to the humanistic approach to teaching and learning, an
example of which is the integration of values during the sharing sessions.
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Dialogue journals
Dialogue journals are written conversations between teacher and student over a
period of time, on topics that are of special interest to them. Their goal is to communicate in
writing, to exchange ideas and information free of the concern for form and correctness so
often imposed on developing writers (Jones, 1991: 3 in Peyton & Staton, 1991).
Dialogue journals provide guidance to the learner in expressing ideas, thoughts,
feelings, and emotions. Dialogue journal interaction leads to trust between learner and
teacher. Dialogue journals have some ingredients that differentiate them from other forms of
written communication, specifically journal entries (Peaflorida A., 350):
Teacher and student write to each other, taking equal turns in writing and
responding. In journal keeping, there is no equal turn taking in responding
Teacher and student share ideas and information. In journal keeping the
student does not have to share her/his writing with anybody.
Teacher and student act as equal partners in the interaction between them. In
journal keeping there is a hierarchical relationship between teacher and
student.
Dialogue journal writing is applicable to some content area courses such as
literature, social studies, or science. Journal keeping is usually practised in
language courses only.
In dialogue journals, teacher gives students assistance beyond what they
already know how to do. In journal entries, teacher assists students on the
language used on the content of what is written.
Both the dialogue journal and journal keeping provide intensive writing practice,
promote learner autonomy, serve as informal means of assessment, are highly private and
confidential, and are interactive in varying degrees.
Projects
Projects are longer pieces of work that involve the collection of information and
reporting. The quality of the end product is important. The pupils can use tape-recorders and
video cameras to record interviews with native speakers they can find, or they can consult
libraries (including electronic ones) for source material.
Portfolios
Applebee and Langer (1992: 30) define portfolios as a cumulative collection of the
work students have done. Some of the most popular forms are the following:
1.
2.
3.
4.
Learning logs help teachers see what their students are learning, particularly in the
writing class, and in the language class as a whole. In a learning log, students write on the
knowledge they have gained from studying in their writing classes, and from their own
thinking. A teacher need not grade learning logs, but can assess how much a student has
gained or benefited from the writing class.
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Encouraging your pupils to help each other in preparing their written tasks may also
provide motivation and increase their confidence. The pupils can brainstorm ideas on a topic,
organise points for, neutral and against a specified argument, negotiate a line of thought, etc.
Pictures such as cartoons or drawings, may be used to stimulate ideas. Written tasks can
also be the result of other classroom activities such as reading, debates, role play, etc.
Your response on a pupils paper can also be an influential text in a writing class.
Some teachers ask their pupils to keep diaries in which they record aspects of their life and
address the teacher directly to ask for help or advice.
In practice most teachers and textbook writers draw on more than one approach and
combine and adapt various elements to suit their classes.
5 Feedback on Writing
In your own experience of learner of English, what kinds of feedback
did you receive from your teachers? How useful did you find their
feedback?
Many teachers feel a terrible temptation to take the pupils work, indicate all the
places that need fixing, and return it to the pupils. Undoubtedly, the papers would be better if
the pupils handed them in the second time. The question is whether the pupils care enough
about their papers to want to put them into acceptable form and whether teachers know how
to encourage them to do that.
Responding or giving feedback to student writing can be both oral and written. There
are a variety of response types that an English teacher can utilize in the classroom. C.
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Tribble (1996) identifies four basic roles that teachers may assume when giving feedback:
audience, evaluator, examiner and assistant.
As audience we read the text and say how we find it, and if the authors point is
clearly formulated. We respond to the pupils ideas, feelings, and attitudes and indicate
whether or not we enjoyed reading the text. Unfortunately, we often avoid this role and
assume the other three, identifying problems, commenting and grading.
However, our purpose as evaluators is to give feedback on the present strengths
and weaknesses of a text, with a view to help our pupils to improve their future performance.
The text is assessed on all dimensions: task fulfilment, content, organisation, vocabulary,
language, and mechanics.
Each dimension is normally accompanied by descriptors, adapted to the class level
and purposes and made public. One main advantage of the descriptors is that the pupils
know the basis on which their work is assessed. Another is that the teacher can recognise
excellence in one aspect while indicating weaknesses in others. This will help the pupils to
identify the areas they have to work on. The scores are finally converted into an overall
grade. If they are not too vague (e.g. Good work, Well done), evaluations can encourage
the pupils and point them in the right direction for future writing. Evaluations may be
accompanied by a short personal response to the message of the text. Thus the pupils get
complete feedback on the impact their texts have had on the teacher.
Evaluating is pointing out strengths and weaknesses, while examining is assigning a
grade. By giving a grade you indicate the degree of excellence that a task has achieved.
Once a task has been graded, the pupils will give it little thought or work. You need to assess
the pupils skills on the basis of explicit criteria. The use of analytical assessment criteria
helps the pupils to understand what is expected from them and how a weak paper can be
improved. Giving separate scores, one for each area, you can also help the pupils to
understand their strengths and weaknesses. Weighting content and ideas twice as heavily as
language or structure, for instance, will underline the importance of content.
As assistants, you tell the pupils if you find their text effective in relation to its
purpose, pass advice on language, genre, structure, and subject matter. You devote time to
their command of language, trying to assist them at each stage in the writing process, and
encourage collaboration among them. In this role, the most significant contribution that you
can make in the writing classroom is to create a community of readers. However, your
assistance cannot help the pupils to improve a text if you also grade it.
As audience, evaluators, and examiners you give feedback on the pupils text as end
product and your comments come too late to influence the piece of writing. Your feedback is
usually limited to grading, commenting (superficially) and correcting errors. You give the
pupils no indication of what they are to do next or what they have to work on. If their task has
not been clearly specified and if they do not really know what the purpose of the writing has
been, this sort of feedback can be time-consuming and demoralising for both you and the
pupils.
Consider the following comments made by various pupils. Try to identify
what role their English teacher assumed when giving feedback:
1.
My teacher wrote at the bottom of the page that my grammar is
acceptable, but I still have some problems with the present perfect, and
the definite article.
2.
The teacher criticised: the conclusion is weak. It introduces new
points.
3.
She told me to change the introduction, making it more interesting
for the reader.
4.
The teacher located and indicated the nature of my errors.
5.
The teacher made suggestions for changes.
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6.
The teacher re-wrote my text, without changing its content and
arguments and brought both my draft and hers to class. We all discussed
and compared the text organisation, development of ideas, sense of
audience and style, but my classmates were not told whose text the
teacher used.
7.
I got an 8 in my last assignment.
8.
The teacher asked me questions.
9.
The teacher emoted: What a terrible experience!
1. ..
2. ..
3. ..
4. ..
You need strategies to give constructive comments on drafts. If feedback is done
effectively, by the time the text is finished, most of the problems have been solved. Moreover,
the pupils will understand the purpose of your feedback at each stage.
Writing involves content, organization, style, syntax, mechanics, grammar and
spelling. When looking at any piece of writing, you often feel you have to respond to all these.
However, the most important thing to consider, especially at post-beginner level, is content,
followed by organization and presentation. The quality and amount of pupil writing is very
sensitive to constructive teacher feedback on content, and relatively insensitive to teacher
correction of form. Feedback on content, unlike feedback on grammar, can determine the
improvement of writing. If you limit your feedback to pointing out and/or correcting errors,
your pupils will concentrate on producing error-free writing, neglecting the interest or even the
meaning of the content. The equation teaching writing = error elimination is counterproductive and may result in a waste of time and discouragement. Ideally, your pupils should
be familiar with various types of feedback.
One problem is how to maintain a fair balance between form and content when
assessing and giving feedback. This balance depends, to some extent on your own teaching
situation, experience and opinion.
The correction of written work can be done on much the same basis as the correction
of oral work. You should not always be preoccupied with accuracy. There may be times when
you are concerned with accuracy and other times when your main concern is the content of
the writing. Some of us, although fully aware of the importance of content and organisation,
find ourselves dealing mainly with language accuracy in our feedback, conveying the implicit
message that this is what matters. This happens because language mistakes are difficult to
ignore, they catch the eye; they are more easily and quickly diagnosed and corrected than
the ones of content and organisation. Moreover, many pupils want their language mistakes to
be corrected.
In spite of all this, you should not convey the message that the language mistakes are
your main concern. To avoid this to happen, you may note corrections within the body of the
text, and write comments on content and organisation at the end. Feedback in the form of
comments by the teacher is extremely helpful. The most important contribution you can make
is that of being a careful reader, willing to respond to what pupils write in terms of clarity,
coherence, and effectiveness of content.
We have distinguished between learning to write activities, meant to
help the pupils learn to write and writing to learn activities, meant to help
them write to learn. What essential difference will there be between the
way we respond to texts that have been written with these two different
purposes?
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The question of class climate, personal relationships, trust and willingness to accept
criticism and help from one another remains. Because critical reading does not come
naturally for many pupils, you can help them with checklists and/or questions to answer. Thus
the pupils will learn what to look for in a text in order to offer useful and constructive
feedback.
The teacher can train the pupils in giving and asking for specific and constructive
feedback. For instance a statement like I think that this sentence would be better if you
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added some colour words is constructive while Your sentences are problematic is
destructive. The pupils should be encouraged to ask for feedback on spelling, punctuation,
sentence variety, style, etc. Also, they should constantly check with their group members to
make sure their comments are clear. They can be taught to ask questions like:
developing?
Even if they cannot discern all the strengths and weaknesses of an assignment, the
pupils will detect at least some of them. The problem is whether your pupils feel comfortable
correcting, or being corrected by their classmates, and whether they accept criticism (positive
or negative) form each other. Their comfort will depend on the general classroom climate.
The attitudes that make peer correction helpful are mutual trust; a real listening to each other;
a mutual recognition that whatever is said is a subjective opinion and not necessarily the
absolute, objective truth, and a general desire to communicate effectively taking into account
the others reactions.
If peer correction works, it can be a substitute for the teachers first-draft reading. The
pupils can work together, giving each other feedback on language, organisation and content.
They then rewrite and give in the final version to you.
The following activity is intended to teach pupils how to evaluate the
content clarity and effectiveness of a classmates composition. The order
of the steps has been modified. Your task is to try to put the steps in
logical order:
1.
Without looking at the text, tell the author what you think s/he is
saying, or, if it is a narrative, tell the story back to the author as precisely
as you can.
2.
After each of you has given and received feedback, rewrite your
task.
3.
Then your partner(s) should give you the same type of feedback
on your text.
4.
Ask your partner(s) about anything which seems unclear or for
constructive suggestions.
5.
Read each others paper carefully.
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The purpose of this basic pattern is to help students learn to read their own drafts with
increasing effectiveness. It is the responsibility of the student to write and make the first
evaluation of his/her experiment in meaning. It is the responsibility of the teacher to listen to
the students response, then to listen to the text, and finally to respond to the writers reading
of the text. Then it is the responsibility of the student to respond to the teachers reponse.
Below are some responses teachers should try to avoid as there is not much the writer can
do with or learn from such comments (Murray, 1985: 156):
This is no good
Wow! You can write!
Dodnt you learn anything about writing?
This is great, just great.
This is a mess, just a mess.
Ive never seen such a bad paper.
I dont know what I can teach someone who writes like you (either overpraise
or criticism).
On the other hand, the following comments may stimulate and encourage work (after
Murray, 1985: 156):
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by separating your response to content and structure from your response to language
accuracy.
One approach is to ignore the language mistakes that do not hinder reading. You may
correct only those mistakes which are very basic and those which affect meaning, leading to
misunderstanding or confusion, such as sentence derailments or faulty subordination. Other
errors may go uncorrected, but while identifying them you can make a list of error types as
they occur, and thus create an individual grammar syllabus.
To help your pupils to concentrate on particular aspects of language, you can tell
them that their work will be corrected for only one thing, the use of tenses, for instance. By
doing this, you ensure that their work will not be covered by red marks, and you encourage
them to focus on particular aspects of written language. You can individualise language work
by identifying for each pupil a few kinds of errors and assigning tasks that focus on these.
Where a piece of writing contains a number of common errors, you may photocopy
the work (erasing the writers name) and show it to the whole class, asking them to identify
problems. In this way the attention of the class can be drawn to common mistakes and the
photocopied document can form the basis for remedial work.
You will learn about your pupils errors if you give them the opportunity to make them,
fix them, and discuss them. You can ask your pupils to discuss where they think their
mistakes come from and why they make them. This will help you to realise which mistakes
the pupils can recognise and which ones they cannot. Asking the pupils to discuss their
mistakes will provide you with information about their transfers from Romanian or from
another foreign language they learn. In this way, the mistakes will no longer be everybodys
enemy, but clear evidence of language learning.
Another strategy is to point out both strengths and weaknesses. Thus, your pupils will
have the chance to perceive a correct model in their own use of language and will be likely to
continue taking risks if they see that their good qualities are noted and encouraged.
Use of correction symbols (all levels)
You can indicate mistakes in written work by putting a mark in the margin to show
what kind of mistake it is (e.g. V for vocabulary, WO for word order, WW for wrong word, / for
missing word, SP for spelling, P for punctuation, GR for grammar, VF for verb form, VT for
verb tense, ? for unclear meaning or handwriting, etc.) Indication of mistakes is less time
consuming for you than correcting and more effective for the pupils. The latter have to reread the text and spend time in identifying and correcting themselves the mistakes signalled
in the margin.
You need symbols for spelling, wrong tense usage, agreement, inappropriate
language, punctuation, missing words, unclear meaning, etc. Whatever symbols you use,
your pupils should understand clearly what they mean. When you first use the symbols,
underline the word in the text and put the symbol in the margin. Later you will only use the
symbol in the margin for the pupils to identify the mistake.
When you bring back to class the pupils writing with comments on content and
correction symbols in the margin, you should allow them time to identify their mistakes and
correct them. While they are identifying their problems, you can help where they do not know
what is wrong. If this stage is not gone through, your pupils will not take advantage of the
system of correction symbols.
There is certainly no perfect approach to giving feedback on writing. Yet it is essential
that your pupils understand how you want the feedback system to work. You should clarify
both for them and for yourself what your policy on mistakes correction is, what symbols and
abbreviations you use, and what you want them to do with their drafts and your comments
when they receive them.
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Summary
Although recent ELT methodology considers the clarity and effectiveness of the
content of a piece of writing to be more important than language correctness, writing is still
regarded by some teachers as transcribed speech. They tend to consider the quality of
writing in relation to the frequency and gravity of linguistic errors. They neglect composition,
assuming that once the language has been mastered, the ability to use the same language
for written communication will follow naturally.
However, writing has a dual purpose: as a means (or a support skill) and as an end
(or a communicative skill). Generally speaking, you will find two types of writing activities in
the English textbooks: those designed to develop the writing skills per se (writing as an
end/communicative skill) and those which provide opportunity of practising English (writing as
a means/support skill).
The kind of feedback that teachers give on writing is largely a matter of experience.
Generally speaking, the red pencil is intimidating and discouraging, when teachers believe
that form (grammar and spelling) is everything. Alternative ways of determining re-writing can
be found, such as peer-correction and self-correction.
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Further Reading
Harmer, J. 2001. The Practice of English Language Teaching. 3rd ed., Longman
Huerta-Macas, Ana. Alternative Assessment: Responses to Commonly Asked
Questions in Richards, Jack C. and Renandya, Willy A., 2002. Methodology in
Language Teaching. Cambridge: CUP.
Nunan, D. 1991. Language Teaching Methodology. A textbook for teachers. Prentice Hall
Peaflorida, Andreea H., Nontraditional Forms of Assessment and Response to Student
Writing in Richards, Jack C. and Renandya, Willy A., 2002. Methodology in
Language Teaching. Cambridge: CUP.
Reppen, Randi. A Genre-Based Approach to Content Writing Instruction in Richards, Jack
C. and Renandya, Willy A., 2002. Methodology in Language Teaching. Cambridge:
CUP.
Richards, Jack C. and Renandya, Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
Scrivener, Jim. 2009. Learning Teaching, Macmillan Books for Teachers
Seow, Anthony, The Writing Process and Process Writing in Richards, Jack C. and
Renandya, Willy A., 2002. Methodology in Language Teaching. pp. 315 320.
Cambridge: CUP.
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TEACHING VOCABULARY
For many people, the question What is vocabulary? has a simple answer: Words. But
which words? Are am, is, was, had and of vocabulary items, or are they something else?
On the other hand, we may wish to say that such words as am, is, was, has, etc. are part
of our vocabulary in a general sense. What is a word? Is put up with (tolerate) one word or
three? It has three parts, certainly, but only one meaning. Beat, on the other hand, has several
meanings; is it one word or more? One way of avoiding this dilemma is to refer to items of
vocabulary with a single meaning as lexical items, whether they consist of one word or more.
The term word can then be reserved for a group of letters preceded and followed by a space.
However, the word may include the base form with its inflections and derivatives (e.g. makes,
made, making, maker-s). Since the meanings of these different forms of the word are closely
related, it is assumed that little effort is needed to learn them.
However, it should be remembered that vocabulary learning is more than the study of
individual words. A significant amount of the English language is made up of lexical phrases
which range from lexical verbs to longer expressions, and routines. Because these can often be
learned as single units, the same principles of learning apply to them as to individual words. The
notion of a word has been broadened to include such lexical phrases and routines, and it has
been suggested that in the initial stages of learning these play a primary role in communication
and acquisition. In addition, access to lexical corpora has made it possible for applied linguists
to identify common patterns of collocation, word formation, metaphor, and lexical phrases that
are part of a speakers lexical competence.
Whatever linguistic distinctions we choose to make, however, it is clear that our pupils
need to know both lexical items and grammar words in order to communicate in English.
Vocabulary is a core component of language proficiency and provides much of the basis for
how learners speak, listen, read and write. Without an extensive vocabulary and strategies for
acquiring new vocabulary, learners often achieve less than their potential and may be
discouraged from making use of language learning opportunities around them such as listening
to the radio, listening to native speakers, using the language in different contexts, reading, or
watching television.
By the end of this unit, you should be able to:
explain what vocabulary is and what role it plays in the system of a language and
its culture
set up, apply and monitor a variety of interactive classroom tasks for developing
vocabulary
integrate vocabulary activities with the development of one or more of the four
skills
have reconsidered and improved your own repertoire of skills in the area of
language teaching
Knowing a word
To know a word is to know much more than just its stress, its spelling and its most
commonly accepted meaning. It is to know its grammar: is it a verb? an adjective? a noun? Is it
followed by a gerund, an infinitive or a clause? What is its range of meaning (e.g. head of a
school, head of a bed, etc.)? its diversity of meaning (e.g. light weight; light literature, light food;
light: illuminate; lamp, etc.)? its collocations (e.g. keen on; interested in; to gamble on; raw
materials; heavy traffic), and its connotations (e.g. dustman vs. refuse collector; chairman vs.
chairperson; trendy vs. fashionable)?
Many teachers advise their pupils to write new words in special vocabulary notebooks.
However, these are of little practical use unless some indication is given of how the new lexical
item is used. Words do not have meaning in isolation. If we see the single word beat, for
instance, we have no way of knowing whether it is a noun meaning rhythm, an area for which
a policeman is responsible, or a verb meaning defeat. Similarly, round may refer to the shape
of something, but it is also another name for a bullet, a type of song and a number of drinks.
Words take their meaning from the context in which they occur. It therefore makes sense to
teach new vocabulary as part of a sentence or utterance that makes the meaning clear.
Harmer (1991: 158) suggests that, in order to know a vocabulary item, we must be aware
of its:
Meaning: many words have more than one meaning. For the noun face, for
instance, Longman Dictionary of Contemporary English lists fourteen meanings.
Use: a word may carry information about register or style. Both Good morning and
Hi are greetings, but they indicate different levels of formality. A words meaning can also be
extended in metaphor and idiom.
Formation: words change shape according to the affixes attached to them, and also
according to their function, e.g.: lie, liar, lying, lied.
Grammar: nouns may be countable, uncountable; adjectives and adverbs may have
degrees of comparison, etc.
In addition to all this, as Penny Ur suggests (1996: 61, ff) we need to know what a lexical
item sounds like and what it looks like: that is its pronunciation and spelling. We also need to be
aware of its denotation, connotation and collocations.
Denotation and connotation both reflect the meaning of an item. However, while
denotation refers to the usual dictionary definition, connotation is concerned with socio-cultural
factors, with the feelings associated with the item. For example, thin and slim have roughly
the same denotative meaning: they are the opposite of fat. But when used to describe people,
slim has favourable connotations while thin is unflattering. Learners need to appreciate this
kind of differences.
Certain words tend to go together. We make coffee, we make the beds, but we do
the dishes and the shopping We speak of sweet and sour taste, but the opposite of sweet
wine is dry wine. We say that wine collocates with dry, that coffee collocates with make
and that the shopping collocates with do. Pupils therefore need to learn not only new items of
vocabulary but also the words and phrases that collocate with these items. The collocations of a
word are the combinations that it regularly makes with other words.
Coming to know a word is to absorb all the elements of its usage over time. In other
words, during the first few encounters with a word the pupils will acquire a rough idea of what it
means and the way it is used. This rough idea will become more accurate with each new
encounter of the word in context.
To conclude, to know a word is to be able to use it accurately in all its possible usages.
There is a fundamental difference between the native speakers process and the foreign
language learner's process of learning vocabulary. This is to do with the semantic networks that
each of them carries in his/her mind. To the native speaker, a new word is simply a new way of
referring to something in an already very familiar cultural setting. To our pupil, a new word in
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English is a way of referring to something in an unfamiliar cultural setting. So the pupil tends to
incorporate the meaning of the new word into his/her own familiar cultural and semantic system.
The meanings, both semantic and cultural, of the forms of a new language are most
readily and precisely learned in the milieu where the language is spoken. Failing this, we need
to surround the learner in the classroom with as much authentic speech, writing, aspects of the
cultural environment, and contacts with native speakers as possible. Why? Because a language
can only be truly and thoroughly absorbed in conjunction with its culture.
To what extent can you aim at accuracy in the use of vocabulary
in the classroom?
The distinction between active and passive vocabulary assigns priority to comprehension.
Comprehension should precede production. The object of a vocabulary lesson is to enhance the
different strategies for comprehension and production. Thus, when considering active and
passive vocabulary, three principles are important to bear in mind:
(i)
you need to teach any lexical item either for active production or passive
recognition.
(ii)
the memory processes involved in assimilating passive vocabulary are less
demanding than those involved in assimilating active vocabulary.
(iii)
pupils can easily learn passive vocabulary independently of both you and the
classroom.
As active vocabulary, you may look for high frequency words, and words with wide
coverage. Such a high-frequency and wide-coverage word is for example get. English nativespeaker primary school children are discouraged by their teachers from using get because
they tend to use it too frequently: I got up, I got washed, I got dressed, I got ready, I got to the
bus stop, I got punished, I got ill, etc. This simply shows what a very useful word get is,
particularly for pupils in the early stages or where ability to communicate is seen as a highly
motivating factor.
However, as Harmer warns, the distinction between active and passive vocabulary is not
always clear cut, particularly at intermediate levels and above. A word that has been active
through constant use may slip back into the passive store if it is not used anymore. On the other
hand, a word that pupils may have in their passive store may become active of the situation or
context provokes its use (Harmer, 1991: 159).
Consequently, you need to spend more time on active vocabulary, with examples and
questions, but to present passive vocabulary briefly and allow pupils to guess the meaning from
context where possible. Not all pupils will start guessing automatically, so you need to invest a
little time in training this skill.
Vocabulary is only learnt if it is understood. Nothing can be learnt unless it can be
incorporated into an existing mental picture of the way things are, a sort of framework of
perceptions and associations. Pupils therefore need careful guidance about the meaning of
lexical items, and about their grammatical use, before they can place them in their internal
networks of meaning.
A problem, however, may be one of interference from concepts in Romanian and English
that seem to have associations with the target item. This is unavoidable, and has to be
countered with clear examples of how the English word is used (or not used) in that context and
in comparison with other words.
The vocabulary that pupils encounter will only be assimilated if it has relevance to the
messages they want to understand or to the messages they want to convey. Only those lexical
items are learnt that are perceived as having personal significance for the pupil. Personal
significance can take many forms, e.g. I need it to understand this text, I need it to understand
a letter from my English pen-friend, I need it to understand the instructions in my grammar
book, etc.
In your own words, try to formulate the classroom implications of
these views of vocabulary. Think of what is taught versus what is
learnt, of the pupils motivation for learning vocabulary, and of the
strategies you may want to use in teaching vocabulary.
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Classroom vocabulary
There are some items of vocabulary that need to be learned to a very high degree of
fluency and as quickly as possible. These include numbers, polite formulas, items for
controlling language use (for example, to ask someone to repeat, speak more slowly and so
on), times and periods of time and quantities. Although it is not always easy to decide which
lexical items should be part of the active vocabulary, it is fairly clear that classroom vocabulary
is a high priority. By this we do not simply mean the names of classroom furniture, although it is
obviously important for the pupils to know and use desk, board, wall, picture, book,
chalk as well as write, read, draw. Classroom vocabulary includes the key words we use
in instructions to the learners. Here are some of the more common ones:
true/false
get into pairs/groups
tick/cross
grid/chart/map/form
regular/irregular
fill in/cross out/leave out/underline
gaps/blanks
top/middle/bottom
offer/accept/refuse/invite
instructions/description/suggestion/opinion
There are many vocabulary items that need to be learned to a very high degree of
fluency as quickly as possible. These include not only classroom vocabulary but also numbers,
polite formulas, items for controlling language use (ask someone to repeat, speak more slowly),
times, and periods of time and quantities.
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Can you think of any other words of Romanian which are similar
to English words in both form and meaning (cognates), and of any
others which are false friends (similar in form, but not in meaning)?
extendability
Some words allow the use of prefixes and suffixes; others enter various combinations or
include the meaning of other words (their hyponyms):
i) word families: photo graph, -graphy, -graphic, -grapher.
ii) combinable items: hand bag, home work, guitar string
iii) cover words: (at early levels): seat for chair / stool/ sofa / bench, nice with people /
weather / events, house for house / flat / home / building, etc.
concrete vs. abstract
Those words that show concrete entities are easier to grasp and will be taught before the
more subtle or abstract words, e.g.:
i) beautiful before responsible
ii) cant stand before not keen on
iii) Could you? / Yes of course before Would you mind ing? / Not at all.
amount (learning load)
A rough guide according to level, mood and motivation of the learners is:
teaching for active for for passive vocabulary is a crucial decision which affects your
entire approach. Are the pupils to learn vocabulary in order to recognise it or in order to
produce it?
if only to recognise, concentrate on pronunciation, spelling, context and
meaning;
if to produce, concentrate on pronunciation, spelling, context, meaning and
practice.
difficulty of concept and pronunciation, etc. will also be factors to consider.
One obvious way of adding to ones vocabulary store is to search for words in English
which are similar to ones in Romanian. Pupils should be encouraged to do this, but they should
also be warned to watch out for false friends, that is, words which look or sound similar but
which have rather different meanings and uses. For example, the English library does not
mean the same as the Romanian word librrie.
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Teaching vocabulary
There are three main approaches to the teaching of vocabulary: incidental learning,
explicit instruction and independent strategy development.
Teaching vocabulary means directing the learners attention to language items not for
producing or comprehending a particular message, but for gaining knowledge about the item as
a part of the language system. This includes focusing on the pronunciation and spelling of
words; deliberately mlearning the meanings of words; memorizing collocations, phrases and
sentences containign a specific word; and being corrected for incorrect use of a word.
Negotiating vocabulary is also a kind od such instruction if it involves discussing the words
spelling or pronunciation, or giving explanation of its meaning.
Explicit instruction
Explicit instruction involves diagnosing the words learners need to know, presenting
words for the first time (e.g. before presentation of structures, before elicited dialogues or
narratives, before reading or listening activities, or before discussion, games or role-play
activities), elaborating word knowledge, and developing fluency with known words. Quite often,
explicit instruction involves teaching vocabulary in lexical groups/ sets or fields. Also,
translation has a necessary and useful role, although it can hinder learners progress if it is
used to the exclusion of English-based techniques. Furthermore, translation needs to be
followed up with other English-based exercises and learning strategies.
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a visual reminder such as a picture or diagram (the use of colour can be very
effective)
the sound and rhythm of the word (this is why repetition practice is helpful)
the inclusion of the item in a sentence which is bizarre and/or personal
a translation of the item in Romanian.
Most importantly, the association of one item with another item aids memory.
Pupils will remember best those lexical items in which they have an interest, or which
they can associate with other words, objects, colours and so on.
Presenting new vocabulary
How do you present new vocabulary items in class? Various techniques are available.
These include:
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superordinate: using a more general category, of which the new item is a
member / hyponym (e.g. chair, table, stool, wardrobe, sofa are all hyponyms of the
category furniture. Furniture is the superordinate term.
translation: often the simplest way to present a new item is to translate it.
Which techniques you choose will depend upon circumstances and type of item being
introduced. Concrete items are often best introduced through pictures or translation. Asking the
pupils to suggest synonyms and antonyms is a way of extending vocabulary by considering
various shades of meaning and of expanding the range of the pupils command of English.
Teaching vocabulary using sets
Think of three different ways in which new words can be
grouped for learning purposes, and write your suggestions in the
space provided below. Look for more ideas as you are reading this
section.
The view that vocabulary is in some way systematic has been partly responsible for the
idea of teaching vocabulary in lexical sets where this is possible and appropriate. Hence, you
may use sets such as:
types of transport
English money
rooms in a house
professions
services
weather, etc.
or sets such as:
There are, however, areas of vocabulary where it might not be appropriate to teach in
sets:
1.
where a word has multiple meaning, you would want not to teach all the
meanings of that word at the same time;
2.
collocations are by nature one-offs;
3.
connotation: for instance, youths is used to mean something different from young
people; and slim is used to mean something different from skinny. The connotational meaning
of words can be taught in contrasting pairs, but other than this they are not systematically
teachable;
4.
idioms: these are more likely to occur in informal language than in formal
language. Idiomatic language includes such commonly used phrases as as well (e.g. He took
out an insurance policy as well) and such uncommonly used phrases as between the devil and
the deep blue sea. Clearly, we cannot teach idiomatic language systematically; what we must
do, however, is systematically select what aspects of it are worth teaching to our pupils.
To summarise, the knowledge that lexis does (to a certain extent) have a system should
help you to make decisions about how to select and organise vocabulary for teaching purposes.
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The basic principle of lexical meaning is that: the meaning of a word is in its use and in
its relationship with other words, so, when teaching vocabulary, contexts are better than
definitions and network diagrams of lexical relationships are useful too.
Elaboration
Knowing an English word means a lot more than just its translated meaning or its
English synonyms. There are various aspects of word knowledge such as knowing related
grammatical patterns, affixes, common lexical sets, typical associations, how to use the word
receptively and productively, and so on. Expanding the connections between what the learners
already know and new information involves elaboration. One way to elaborate is to choose
English words from the surrounding context and to explain their connections to the recently
learned word. Also, teachers should create opportunities to meet these useful, recently learned
words in new contexts and provide new collocations and associations. Exercises that can
deepen pupils knowledge of words include:
Much of what has been written about teaching vocabulary contains the assuption that
vocabulary learning should be in context. This assumption is not supported by reasearch and by
what successful learners do. Considerable research shows that (Nation, 271):
The deliberate learning of vocabulary may contribute directly to word knowledge if the
words learned are not complicated and ig the learning is meaningful.
10
Other textbooks offer activities requiring pupils to predict which words they are likely to
find in a specified text, or to draw their own pictures as frames for learning and remembering
new words. Yet others use pictures to stimulate vocabulary acquisition. (One such activity
requires the pupils, in groups, to study six pictures of single items and create a narrative which
will include all these items. The stories are then read out to other groups who have to guess
what the six pictures were).
Most textbook writers try in one way or another to make vocabulary learning an
interactive process, using pair, group or teamwork, competitions and games.
Recent approaches to teaching vocabulary do not totally reject rote learning. This is
generally accepted as a valid method of dealing with new lexical items. But it is only one
method, and like any other method, not suitable for all learners at all times.
Penny Ur (1996: 65 67) shows that lexical items are learnt more easily if:
they are taught and reviewed for brief periods in several different parts of the
lesson;
Brainstorming
A useful technique is getting pupils into the habit of brainstorming around a topic area
that is being focussed on. This helps them to reactivate known vocabulary and also warm them
for a particular topic. In class, for example, ask your pupils in groups to note down every item of
vocabulary that relates to, say, bedroom. This can work particularly well at later levels and can
be made competitive.
The visual element in brainstorming can reinforce learning. The pupils may be given a
key word and asked to put it in a box in the middle of a piece of paper. They then think of all the
associated words they can. Each of these branches off on a line drawn out from the key word
and is written in its own circle. Each word may itself become a minor key word with branches
going off it.
If you give them the word bedroom, for example, ask them to think first of the large
items in a bedroom, then of the small ones, and finally of the things that surround them.
If you were asked to draw the network of associated words for
bedroom, what words would you contribute, and how would you organize
them? Draw your meaning network for the word bedroom.
The point of the exercise is that the pupils are creating their own word associations, and
the information collected is visually striking and thus they likely to be remembered more easily.
Out of class, they may mentally run through or note down any words they can think of
related to, for example, the topic of a film they are about to watch on TV, or of an article they are
going to read for homework. It can be done in preparation for a task (e.g. writing about a
particular topic; explaining areas of interest or hobbies, etc.)
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The context offers clues to the meaning of an unknown word. (Is the word a verb? A
noun? An adjective? Does it refer to a being? A thing? A concept? etc.) The same unknown
word may occur a number of times in the text, and the variety of contexts in which it occurs, the
importance of the word to understanding the text all these contribute to facilitating or hindering
the use of these clues.
However, guessing from context is a complex and often difficult strategy to carry out
successfully. To guess from context, learners need to know about 19 out of every 20 words
(95%) of a text (Hunt and Beglar, 262), which requires knowing the 3,000 most common words.
Even when one knows these words, unless the context is very constrained, which is a relatively
rare occurrence, or unless there is a relationship with a known word identifiable on the basis of
form and supported by context, there is little chance of guessing the correct meaning. Moreover,
because guessing from context fails to direct attention to word form and meaning, relatively little
learning occurs.
At least in the early stages of the development of the guessing skill, learenrs have to
consciously focus on unknown words, interrupting their normal reading, and systematically
drawing on the avauilable clues to work out the unknown words meaning. Guessing from
context focuses on the particular reference of a word as determined by the context rather than
on its underlying meaning. Guessing may also serve to raise consciousness of the word.
(Nation, 271)
Although this strategy often may not result in gaining a full understanding of word
meaning and form, guessing from context may still contribute to vocabulary learning. Just what
is and what is not learned will partly depend on text difficulty as well as learners level. More
proficient learners can be expected to use this strategy more effectively than low proficiency
level learners. Although time-consuming, if regularly practised, this strategy may contribute to
deeper word knowledge for advanced learners as long as they pay attention to the word and its
context (collocations, associations, related grammatical patterns). To this, we may add raising
the learners confidence in guessing from context, and making learners sensitive to the range of
clues available.
Can you arrange the steps of this strategy from the first to the last?
Use numbers from 1 5 to arrange the steps in an order that makes sense
to you:
guessing the meaning of the unknown word
checking that the guess is correct
looking at the relationship between the clause containing the
unknown word and surrounding clauses and sentences
finding the part of speech of the unknown word
looking at the immediate context of the unknown word and
simplifying this context if necessary
A dictionary may be consulted to confirm the guess. This strategy is recommended as a
class rather than as individual work. It should also be demonstrated by the teacher by circling
the unknown word and drawing arrows from other words that give clues to its meaning.
This activity can be done in pairs or groups. Deducing meaning from context is a skill
which needs to be practised in class, with emphasis on the contextual clues that can help your
pupils deduce meaning (e.g. part of speech, synonyms elsewhere in the text and so on). This is
a fairly standard activity in many textbooks nowadays.
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Dictionary work
A lot has been said about the use of dictionaries. While all EFL teachers will agree that a
dictionary, properly used, is a valuable tool for the language learner, it is also recognised that
there are potential problems. Sensible use of a good dictionary can lead to learner autonomy;
that is, the learner will be able to continue learning outside the classroom. Over-reliance on the
dictionary, on the other hand, can slow down the learning process. The meanings of many
words can be guessed form the context in which they occur, and if pupils automatically reach for
the dictionary every time they come across a new word, they are denying themselves genuine
learning opportunities.
Dictionary work is helped if pupils are familiar with the names of the parts of speech and
their dictionary abbreviations, as this allows them to become immediately familiar with the new
words function in an utterance.
The dictionaries themselves vary in their value to the learner. At one end of the scale are
the small bilingual dictionaries which provide one-word Romanian equivalents. As the meaning
of a word tends to change according to the context in which it is used, the chances of getting
the wrong meaning with this type of dictionary are fairly high. At the other end of the scale, we
find dictionaries where the definition of the word is written in language too complex for the pupil
to understand. It is probably better to choose a dictionary specially produced for pupils, which
recognises this problem and tries to simplify its definitions. In this type of dictionary, definitions
are not reduced to note form: they usually consist of a full sentence showing how a lexical item
is used in a particular situation or for a particular purpose.
By facilitating the pupils use of dictionaries and other skills concerning vocabulary, you
are helping them become more independent and more in control of their own learning outside
the classroom.
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Another element that most EnglishEnglish and English Romanian dictionaries offer is
the phonetic script / transcription of the words. You may think that asking your pupils to learn
the International Phonetics Association (IPA) symbols is asking too much. As with any aspect of
language teaching, there are arguments both for and against this point of view. Here are the
reasons why some attempt to introduce the IPA system should be made:
If knowing a word means, among other things, knowing how to pronounce it
acceptably, then the ability to transcribe it in phonemic symbols is obviously a valuable
teaching/learning aid. The phonemic transcription avoids the perils of English spelling, as here
one symbol equals one sound.
Although a symbol chart looks rather frightening at first glance, it is really quite
easy to learn the phonemes of English. There are only 44 of them, and half of these are the
normal English letters, with others very close.
The majority of words in English come from French, Latin, or Greek and the majority of
these have word parts, particularly prefixes and suffixes. Knowledge of these word parts can be
used to improve the learning of many words through relating unknown word forms and
meanings to known word parts. This is similar to the effect of mnemonic devices on vocabulary
learning. This can help your pupils to expand their vocabulary store. You can ask pupils, in
groups, to think of as many words as they can which end in ship but have nothing to do with
water, and then write sentences showing how each word is used. A group scores one point for
each word none of the other groups has thought of, plus one point for each word used correctly
in a sentence.
The effect of such learning is to add to explicit knowledge. This will contribute to implicit
knowledge receptively because it is a very strong form of consciousness-raising, and
productively through the deliberate production of meaning-focused output.
Developing fluency with known vocabulary
Fluency-building activities recycle already known words in familiar grammatical or
organizational patterns so that learners can focus on recognizing or using words without
hesitation.
According to Nation, the following learning conditions favour the development of fluency
(Nation, p. 270):
The demands of the task are within the experience of the learners; that is, the
learners are working with known language items, familiar ideas, and familiar tasks.
Fluency activities should not involve unfamiliar vocabulary.
The learners focus is on the message;
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14
The learners are encouraged to reach a higher level of performance, through the use
of repetition, time pressure, and planning and preparation.
Use of games
Puzzles always entertain, and word puzzles develop vocabulary at the same time. Tell
your pupils you are going to get from sick to well by changing one letter at a time so that
each new formation is an acceptable word. Demonstrate as follows: sick silk sill sell
well. Then ask the pupils in pairs to get from cold to warm in the same way (cold
cord word worm warm).
Ask your pupils to find hidden words in a text. For example, ask them to find six capital
cities in the following text. The answers are highlighted here for easy reference, but would not
be in the pupils text, of course.
I needed to call on Donald last week and found the trip a risky one. I went on my horse
and had a mad ride along the street charging at hens and cocks, boys and girls. Go slowly, I
shouted. Was I brave? A hero? Me? Never.
Young learners also enjoy taking words to pieces and making new words out of the
letters. This is an activity which is simple to prepare and mark, can be made into a competition,
and provides an opportunity for them to experiment and be creative with language in group
interaction. The word tempo, for example, yields met, pot, toe, mop, mope mote,
me, pet, top and poem.
These are just a few ideas for developing vocabulary. Many others can be found in
methodology books and textbooks. What you need to do is to develop a clear programme for
the systematic development of your pupils vocabulary, as vocabulary acquisition is much too
important to be left to chance.
Bear in mind, however, that vocabulary should be taught:
regularly
in balance with all the other aims of your syllabus
whenever the pupils express a desire to know.
It is the teachers job to establish priorities and make choices.
Vocabulary teaching cannot account for all the words our pupils actually learn. Some
authors hypothesized that successful learners use a guessing approach: as readers or listeners,
they look for clues in the text and build a mental representation of what they think the text says.
This has been called the top-down model of reading and listening. In contrast to this approach,
the more traditional approaches view reading and listening as decoding of letters into sounds
and ultimately meaning (the bottom-up approach). More recent theories claim that both
approaches are important.
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Typically, pupils are poor decoders (readers and listeners) since their vocabulary is poor.
At the same time, they are already literate in Romanian, and are familiar with top-down
processing. When a pupils vocabulary is poor, this needs to make big efforts to recognize
vocabulary. Her/his short-term memory is so taxed that s/he cannot take full advantage of the
context. However, a good reader or listener, who has sufficient command of the language,
recognizes words automatically or in context.
Summary
This lecture explores aspects of the lexicon and vocabulary teaching within the
framework of the communicative approach to language pedagogy. It does not claim to say all
there is to say about vocabulary or vocabulary teaching. In spite of the long history that
vocabulary teaching has, applied linguists and language teachers are paying now renewed
attention to it after decades of relative neglect. There is still much work to be done and many
perspectives to be considered and tried in the classroom. In this unit, we looked at the
difference between active and passive vocabulary and at the pedagogic considerations that you
need to take into account when dealing with vocabulary. We described many techniques for the
teaching of vocabulary, discussing their advantages and disadvantages, including both new and
old activities.
In more traditional textbooks, new vocabulary appears as columns of words to be
learned, with the Romanian translation provided. Often there is no general pattern to the words:
it is simply a matter of rote learning. This does not mean that rote learning is to be condemned.
For many pupils it is a valuable learning tool. We do however need to be aware of its limitations
and introduce a variety of techniques in our teaching.
As learners vocabulary expands in size and depth, extensive reading and independent
strategies may be increasingly emphasised. Extensive reading and listening, translation,
elaboration, fluency activities, guessing from context, and using dictionaries all have a role to
play in systematically developing the learners vocabulary knowledge.
The vocabulary component of a course can be largely indistinguishable from the
listening, speaking, reading and writing parts of the language programme. The main difference
lies in the deliberate, language-focused learning and in the deliberate planning and
manipulation of the written input to listening, speaking, reading, and writing activities to provide
optimal conditions for vocabulary growth.
Further Reading
Carter, R. and McCarthy M., 1988, Vocabulary and Language Teaching, Longman, pp. 39-60,
62-83, 97-111, 181-201
Hunt, Alan and Beglar, David. Current research and Practice in Teaching Vocabulary in
Richards, Jack C. and Renandya Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP, pp. 258 266.
Nation, P., Best Practice in Vocabulary Teaching and Learning in Richards, Jack C. and
Renandya Willy A., 2002. Methodology in Language Teaching. Cambridge: CUP, pp. 267
272.
Ur, P., 1996, A Course in Language Teaching, CUP, pp. 60-69
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TEACHING PRONUNCIATION
The pronunciation (also known as phonology) of English tends to be neglected by EFL
teachers and this seems to be due to anxiety and, sometimes, ignorance, although
pronunciation is a component of any lesson. It includes the role of individual sounds and
sound segments as well as suprasegmental features such as stress, rhythm, and intonation.
Many teachers, however, are unsure as to the status of pronunciation and whether or how it
should receive systematic attention in a language class. Some even think that the more
subtle aspects of pronunciation, such as rhythm and intonation may be simply picked up
through exposure.
The fact that few second language learners are able to speak a foreign language
without showing evidence of the transfer of pronunciation features of their native language is
evidence of the difficulty of acquiring native-like pronunciation, but also of the goals learners
set for themselves. Many learners do not mind showing evidence of their native language
since it is sometimes viewed as a part of their cultural identity.
It is impossible to teach English without giving some attention to pronunciation. In the
process of teaching (and learning) English you need ears trained to diagnose mistakes and
vocal organs under control to produce accurate English sounds. Every word, every syllable,
every sound uttered by the teacher may contribute to the pupils learning of pronunciation.
However, pupils learn how to pronounce English not only when the teacher is deliberately
and overtly concentrating on pronunciation. They may learn pronunciation when you believe
you are putting the weight of your teaching on grammar or vocabulary, or when you are just
socialising with them.
In this unit you are introduced to the type of awareness and knowledge about
pronunciation that an EFL teacher needs, and also to some of the terms and concepts used
to talk about it.
Pronunciation includes two systems: the phonemic system (the sounds) and the
intonation system. Stress and rhythm are normally seen as part of the intonation system.
However, in this unit, they will be dealt with as a separate component. Therefore, this unit
deals with the sounds of the language (or phonology), stress and rhythm, and intonation.
Key Concepts: sounds, stress and rhythm and intonation, native models and
accents, international English, the functions of intonation, elision, assimilation, weakening,
intrusion, catenation, minimal pairs, phonetic notation/alphabet, exhortation
By the end of this unit you will be able to:
operate with a basic working knowledge of English sounds, stress, rhythm and
intonation;
identify the ways in which these systems operate in speech;
identify the problems your pupils are having in assimilating these systems, both
from the receptive and productive points of view;
apply the practical guidance and the techniques of teaching pronunciation.
Quite a lot of things are known about the sounds of English and about how these work
as a system. Something is known about the components of intonation (i.e. pitch height, tones
and voice range), but only a little is known about how these work together as a system. In
fact, intonation was not really seen as a system until quite recently. Discourse analysts put
forward a theory that intonation, among various functions that it plays in language use (e.g. in
helping to convey attitude), also has the function of structuring discourse. Intonation can be
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People coming from different cultures and speaking in different manners can
communicate in English if they know how to seek a common ground and adapt their way of
speaking English. Finding a common ground requires their adaptation to the situation and
fellow participants, and responsibility to adapt. Native English speakers must also adapt in
such situations.
Adaptation requires the speakers willingness to temporarily modify ones cultural
identity, and an awareness of what is involved in cross-cultural communication and
communicative skills. Not all situations call for the same degree of adaptation. A speaker of
English as a foreign language, who feels secure as an English speaker, will be flexible
enough to speak English internationally.
How can you ensure that your pupils will acquire a tolerant
attitude and that they will be sensitive to various manners of
speaking English?
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Our learners are frequently exposed to American usage via television, the cinema
and other aspects of the mass media, and many children pick up an American accent from
watching cartoons. But the choice between a British or an American accent remains an open
question, and most often it is the individual choice of each learner.
The most obvious effect of this principle on your teaching is that you need to spend
more time on developing your pupils appreciation of sounds, sound sequences, stress and
intonation through listening skills activities than through speaking skills activities.
A further implication of the principle is that your pupils need neither aspire to nor
achieve perfection in their production of English pronunciation. If they are realistic, they need
only attain an approximation of English sounds, and thereby retain something of their foreign
accent.
The aim of teaching pronunciation is not to achieve a perfect imitation of a native
accent, but to get the learner to pronounce accurately enough to be easily and comfortably
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comprehensible to other competent speakers. Perfect accents are difficult if not impossible
for most learners to achieve in a foreign language, and not always desirable. Many people
even if often subconsciously feel they wish to maintain a slight mother-tongue accent as an
assertion of personal or ethnic identity. This feeling should be respected.
However, some pupils are concerned to sound like native speakers, and so you need
to work on the accurate production of sounds.
Sounds
Traditionally, the teaching of English pronunciation was concerned primarily with sound
production. Pupils were encouraged to approximate as far as possible to a native speaker
model. In recent years, a concern with fluency rather than accuracy has led to the recognition
that perfect pronunciation is not absolutely necessary for a message to be conveyed
effectively. Consequently, more attention is paid to intonation, stress and rhythm.
EFL teachers concentrate on the production of sounds only when they identify sources
of unintelligibility or confusion. For instance, your pupils may often have a false idea of what a
particular sound in English is, based on the sounds of Romanian. The classic example is the
confusion Romanian pupils make between [] and [s]. They may in fact need training to
appreciate the difference. Failure to articulate the difference may make them sound foreign,
but is unlikely to create a barrier to communication. Nevertheless, failure to discriminate
between think and sink may create problems.
An even greater problem can be the comprehension of stretches of language in which
sounds have changed in connected speech. Therefore, it is useful for you to be able to list
and define the sounds of English by writing them down using phonetic notation, and to
organise practice in sound discrimination and articulation.
Intelligibility in English depends more on the correct use of stress and rhythm than on
the correct pronunciation of individual sounds.
English speech rhythm is characterised by tone units. A tone unit is a word or group of
words that carries one central stressed syllable. Stress is most commonly indicated by a
slight rise in intonation. The rhythm of English is, then, mainly a function of its stress patterns;
these may also affect such aspects as speed of delivery, volume and the use of pause.
Romanian learners encounter difficulties, as the notion of stress is alien to them.
Romanian is a syllable-timed language: each syllable takes up approximately the same
amount of time in an utterance. English is a stress-timed language, which has stressed
syllables occurring at approximately equal time intervals, irrespective of how many
unstressed syllables occur between them.
English teachers who are relatively uninformed about phonetics give little importance
to mistakes due to rhythmic inaccuracy. However, a clear understanding of the phonetic
aspects of the spoken language is important, not only for a correct evaluation of the pupils
oral performance, but also for providing them with the most accurate model of the spoken
language.
Intonation
The rises and falls in tone make the tune of an utterance. Intonation is an important
aspect of the pronunciation of English, deciding differences to meaning or implication.
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Pupils usually perceive their learning in terms of sounds, words, sentences, and do not
concentrate on intonation. This results in an oral production that is very monotonous.
Moreover, Romanian has a narrower voice-range than English. Hence our pupils may sound
unwittingly aggressive or rude when speaking English. Such errors of intonation may cause
irritation in listeners, since the intended function is likely to be misinterpreted.
The importance of intonation is crucial especially at beginners level, when language
production is minimal, and intonation is the best vehicle for social appropriacy. Its importance
as a language system cannot be denied. As such, the least we can do is to make pupils
aware of it, as we do with grammar. This suggests that making pupils aware, at a very early
stage, of the importance and the system of English intonation is desirable. Exposure to the
language should be constant and this should lead to an increased sense or feel for the
music of English.
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The way a sound is articulated is influenced by what other sounds are next to it:
e.g. the -ed suffix of the past tense may be pronounced [d], [t] or [id] depending on what
comes immediately before.
Intonation affects how we hear stress. In fact, stress is not usually expressed by
saying the stressed syllable louder: it is more often a matter of a raised or lowered tone level,
with a slight slowing-down.
A change in the stress pattern of a word will change its sounds as well: e.g. the
word record has the stress on the first syllable when it is a noun, on the second syllable when
it is a verb; and this makes a noticeable difference to the sound of the vowels.
]
]
]
Elision
Assimilation
Assimilation happens when a sound changes, because it is affected by the sound that
follows it:
What words or phrases can be transcribed like this?
[imput] ..
[ikm] ..
[hf t] .
[i gri:s] .
Weakening
Prepositions, articles (before consonants), and auxiliary verbs (including modals) tend
to be shorter and softer, and to have the neutral vowel [] when they occur in normal speech.
It is only when these parts of speech are given particular emphasis or when they are the final
word in a sentence that they are found in their strong form:
Should I go?
]
Yes, you should.
Vowels often get weakened to the schwa [] sound or disappear altogether, as in I
wonder if you could [ wndr if j kd]. Weakening is the most difficult problem for foreign
learners of English, a problem that you need to help them to become aware of and to
overcome. You need to teach your pupils first of all, to recognise natural pronunciation, and if
possible, to produce it accurately.
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Intrusion
Go away. [gwwei]
Intrusion happens when an extra sound is introduced to lubricate the flow from one
vowel to another. The sound is not indicated in the written form.
Catenation
This happens when a consonant at the end of one word is carried over to connect with
a vowel at the beginning of the next word:
Hes out. [hizat]
cup and saucer [kpns:s]
Catenation presents problems of aural understanding for pupils because it interferes
with their ability to hear word boundaries. Thus [greiteip] can be either grey tape or great
ape.
Intrusion does not seem to pose problems of understanding, but elision, assimilation,
weakening and catenation do. Having learned the words and their pronunciation in isolation,
your pupils may fail to recognise them when changes take place in connected speech. That
is why, it is important that you raise their awarereness of the way sounds, stress and
intonation interact within entire utterances to produce easily comprehensible pronunciation.
However, most words have a stable sound, stress and intonation pattern that can be
confidently taught in isolation.
After you analyse the data, you can identify the problems common to the majority of
learners and you can provide feedback to individual learners. You have to make some
decicions concerning what you can achieve in the time you have available, the areas that
should be given priority, the source of the problems (perception or production?) and the types
of activities that will help the learners improve their oral producation. Probably, with lower
level students, the focus should be on improving the learners intelligibility, that is the focus
should be on the suprasegmental level. Where the articulation of particular phonemes is
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causing problems, these should be dealt within the context of the word. Activities that help
the learner to perceive and produce utterances should be given equal weight.
Several English sounds do not exist in Romanian. The pupils are not used to
forming them and therefore, they tend to substitute the nearest equivalent they know, e.g. []
tends to be substituted by by [e].
While perception of sounds can be done using single words or even syllables, work on
stress and intonation nearly always needs to be based on longer units.
2) Using some explicit exhortation: you give the pupils instructions to initiate and
mimic, to make such and such a sound, without further explanation. Exhortation requires no
special training on your part and no special understanding on the part of the pupils. This may
involve the use of:
10
4) Using special games and exercises for speech training that entail the use of words
or sentences to practice particular sounds, sequences of sounds, stress patterns, rhythm,
intonation, such as:
rhymes, jingles
jazz chants
tongue twisters, etc.
Vowels
We learn to produce vowel sounds accurately by developing an ability to hear and
discriminate and then by experimenting until we can match the sound we hear. This is a
gradual process of approximation: very often after getting it right for the first time, the pupils
get it wrong again and have to keep on trying until they produce the sound accurately. Your
job is to provide the accurate model and to encourage and train your pupils, first to hear a
sound correctly, and then to produce it correctly. This includes drawing attention to vowel
length and lip position.
English has more vowels compared with Romanian. Consequently, Romanian pupils
encounter some difficulties in learning the English vowel system. On the other hand, a pupils
inability to produce vowels correctly is rarely a source of communication breakdowns.
Diphthongs
Diphthongs (two vowels run together) are not difficult to teach. You can break the
sound into its component parts and practice them separately, exaggerating the difference
between them. Then you can get the pupils to run them together, emphasising that the first
part of the sound receives heavier stress.
Consonants
Teaching consonants is a mixture of providing pupils with the right technical
information (bite your bottom lip when saying [f] or [v]), and of organizing practice activities
and careful monitoring of free speech and correction.
Technical information is of little use in learning to produce vowels and diphthongs. The
only way in which pupils manage to produce the right sounds is a trial and error process of
approximation to what they perceive to be the right ones. Even if in the case of consonants,
technical information is more helpful, this will not enable them to actually hear any difference
between sounds, either in their own performance or in other peoples.
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2) beat
You give the word at random and the pupils shout out which number goes with it.
This exercise should also be done with the sounds in different environments, and with the
word in different parts of the sentence.
Stage III. You can say the number or hold up a picture, and the pupils say the word.
This can also be done in groups with one pupil saying one of the words (in context as well
as in isolation) and the others have to identify it by number or by picture. In this variant, you
will be monitoring and providing the pupils with feedback on their accuracy and progress.
Disadvantages:
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12
Why use phonetic alphabet / notation / script?
You may wonder whether a knowledge of the phonetic notation is of any practical help
to you in your teaching. Certainly, a knowledge of what happens to sounds in the context of
the utterance will help you to appreciate the difficulties your pupils face, especially in
listening.
An ability with the phonetic (tran)script helps you in the preparation of lessons and the
anticipation of the pupils difficulties. Teaching and practising the phonetic script with pupils
will also be facilitated. Also, a knowledge of the most characteristic phonetic differences
between Romanian and English is helpful, too.
The phonemic notation can be used for three purposes:
hat
five
too
sit
path
cup
saw
see
ten
got
3.
Sorting: you ask the pupils to categorise a list of example words into two or
more groups, according to the vowel sound they contain, e.g.:
[i]
or
[i:]
sea
sit
?
[si:]
[ ? ],
[s n]
Categorising, matching and sorting exercises can be devised for plural noun forms [z],
[s], [iz] and irregular forms, for the -ed termination of the Past Tense Simple form.
A number of familiarisation activities can be carried out with the whole class. Here are
a few examples;
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13
1)
Bingo. You write 10 15 phonetic symbols on the board, each of which is
numbered. You read out some of the items to the class, and the pupils only jot down the
corresponding numbers. You check at the end that the class has the correct combination of
numbers. This game can be continued in pairs, with the pupils taking it in turns to read out a
selection of items to each other.
2)
Kims game. A number of items are written on the board. The pupils close their
eyes while you rub off one of the spellings. When asked to open their eyes, the pupils try to
remember what was in the space.
3) The letters of the alphabet. Phonetic information can play a useful role in teaching
and learning the letters of the alphabet, if you arrange the letters according to the sounds
their names contain:
[ei]
A
H
J
K
[i:]
B
C
E
G
[e]
[ai]
[u]
[u:]
[a:]
F
I
O
Q
R
L
Y
U
N
W
S
P
X
T
Z
V
(after Abbs and Freebairn, Opening Strategies, Longman, 1982, p. 24)
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Rhythm
Quite often, teachers tend to unconsciously distort the rhythm of English in order to
make themselves understood by their pupils. They tend to speak so slowly that the sentence
stress and rhythm are distorted. When the difference in the duration of stressed and
unstressed syllables is lost, they will sound foreign.
As rhythm is superimposed on the utterance, it may be difficult to concentrate on it
without also paying attention to other aspects (pronunciation of sounds, word stress, pitch
variation, meaning of individual words, the utterance as a whole). In the early stages, you
could concentrate on rhythmic patterns with words that do not produce vowel and consonant
difficulties. Different pitch variations can be presented on the same utterance for better aural
discrimination:
Hes coming tomorrow.
This can be said with a low fall, a high fall, or a rising pitch in the last stressed syllable.
What kinds of sentence are said with a 1) low fall, 2) a high fall,
or 3) a rising pitch in the last stressed syllable, respectively?
1)
2)
3)
As for the syllables, these can be replaced with ti (for the unstressed) and TA (for
the stressed). A sentence can sound:
a) . _ . _ . (ti TA ti TA ti)
b) _ . . . _ (TA ti ti ti TA)
Stressed syllables are louder than the unstressed ones. The slanted line marks pitch
variation. The syllables can also be represented using smaller and bigger dots:
a)
b)
Length, a reliable marker of stress, is a variable that the pupils find easy to control. The
dots and lines give an idea of the difference in length between stressed and unstressed
syllables. This is the feature that differentiates most significantly syllable-timed and stresstimed languages. Stressed syllables in English are about three times longer than unstressed
syllables.
Pupils can be first asked to discriminate aurally the two rhythmic patterns, which you
verbalise with the nonsense syllables ti and TA. A same different drill or a drill identifying
the pattern with (a) or (b) can be used. The pupils then can proceed to imitate the patterns
using ti or TA.
A number of words, phrases and sentences are presented which contain the rhythmic
patterns. Pupils identify the pattern writing (a) or (b), and then repeat a number of words,
phrases and sentences that contain the patterns in question, e.g.:
a)
We started early.
Well have a picnic.
A piece of chocolate.
Hes just a baby.
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b)
Tennis is a game.
Do it after lunch.
Why did you return?
Susan must be there.
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b)
.
.
.
.
.
.
..
a) Rise or fall?. Provide the pupils with cards of two different colours, or ask them to
raise their left or right hands, and say or play a series of short utterances. The pupils must
signal recognition by holding up the appropriate hand or card, e.g. right hand for rise and left
hand for fall.
Dont forget to give your pupils a model of what you intend them to do, before starting.
At higher levels, pupils can hear a continuous dialogue and then describe the
intonation on each line. They can even discuss why it is so.
b) Isolated sentences said in different ways. For such sentences, ask the pupils to
determine context and meaning.
c) Tone of voice. At low levels, pupils can recognise obvious attitudes (e.g. happy,
angry, bored, etc.); at higher levels, pupils can recognise more subtle attitudes (e.g. annoyed,
rude, sarcastic, bossy, etc.)
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Back chaining
One way to help pupils use natural intonation is to practise saying the sentence in
sections, starting with the end of the sentence and gradually working backwards to the
beginning, e.g., living here / been living here / have you been living here/ How long have you
been living here? This technique is known as back-chaining.
When you think that the pronunciation point has been satisfactorily perceived, and your
pupils can produce an acceptable version, the practice stage follows: consolidating and
establishing the habits of good pronunciation through exercises that provide repetition and
reinforcement.
Intonation and meaning in context
After you set up a situational context, you can sing, hum or whistle some lines of a
dialogue (i.e. intonation only). Ask the pupils to assess the meaning of each line. Then ask
them to repeat the singing, humming or whistling, building a kind of dialogue without words,
and then elicit the possible language of the dialogue. Follow this by practice and acting out.
Semi-controlled production
Pupils respond to cues, such as Try saying Thank you, Pardon, Excuse me or
Really? politely/rudely/impatiently, etc.
Free production
The real test of learning will take place during free oral production. Most errors will go
uncorrected, but gross errors will have to be fixed. Encourage peer correction.
The teaching of intonation should be integrated into the teaching of structures and
functional language, and given equal importance. Teach intonation through situation, and
spotlight attitude besides grammar and discourse. Use taped materials, especially dialogues,
as often as you can, for both receptive and productive practice. Dont forget that attitude is
best suggested by either attitude cards or by your own facial expressions.
Use hand gestures to show stress and intonation. Use intonation as a way of
disguising revision of structure.
Correcting pronunciation
On the whole, you give feedback on oral work through speech, and on written work
through writing. Although there are occasional situations where the other way round is
possible, these are exceptions.
It is recommended to refrain from correcting mistakes during fluency-oriented speech,
and to correct only during accuracy-oriented exercises. Correcting a pupil when this is in midspeech would disturb and discourage more than help. But there are situations when
correction is likely to be helpful. When the pupil is obviously uneasy or floundering, no
correction or help can be demoralising. In such situations, supportive intervention can help.
Conversely, even where the emphasis is on getting the language right, you may not
always correct: in a grammar exercise, if the pupil has contributed an interesting or personal
piece of information that does not use the target form, or when s/he has got most of an item
right, you may prefer not to draw attention to a relatively trivial mistake.
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You do not react at all.
You indicate there is a mistake, but do not provide any further information about
what is wrong.
You say what is wrong and provide a model of the acceptable version.
Can you add any other techniques to this list?
Summary
Although pronunciation is not always taught in an overt, explicit way, many pupils
seem to acquire an acceptable pronunciation in school. However, this should not make us
forget the benefits of teaching pronunciation in our lessons. The teaching of pronunciation
makes the pupils aware of different sounds and sound features and this will improve both
their speaking and their listening skills. Concentrating on pronunciation makes pupils aware
of sounds, stress, rhythm and intonation, and of various accents. All these give pupils
information about spoken English and help them achieve better comprehension of the
spoken language and intelligibility in speaking.
Further Reading
Bradford, Barbara, 1988, Intonation in Context CUP
Harmer, Jeremy. 2001, The Practice of English Language Teaching, Longman, Chapter 2,
pp. 28 33
Haycraft, Brita, 1975, The Teaching of Pronunciation, Longman
Herbert, Julie PracTESOL: ts Not What You Say, but How You Say It! in Richards, Jack C.
and Renandya Willy A., 2002.
Richards, Jack C. and Renandya Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
Jones Rodney H. Beyond Listen and Repeat: Pronunciation Teaching Materials and
Theories of Second Language Acquisition in Richards, Jack C. and Renandya Willy A.,
2002.
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intended meaning
is it expressed adequately?
interpreted meaning
is it interpreted correctly?
When the intended meaning is not interpreted correctly or when it is not expressed
adequately we say that there is interference. If two speakers misunderstand each other,
they tend to rectify the situation by a so-called repair sequence, e.g.:
A: No, hang on a minute. Im talking about this week, not next week.
B: Oh, I see. That'll be fine then.
If, however, the communication interference occurs between speakers of different
languages, the reasons for this interference may be diverse, and of a different nature.
English native speakers can usually tolerate a high degree of inaccuracy of sounds
and grammar. This is because many inaccurate sounds or structures, when surrounded by
accurate sounds or structures, are intelligible, as they can be inferred from context. The
crucial criterion of successful communication in English is then intelligibility. Intelligibility
in communication depends on a few criteria:
the subtlety or complexity of the message that the speaker wants to put across
the extent to which the listener understands the speakers language difficulties
both in production and in reception
the tolerance of the listener to the speaker and/or the speakers culture and
language.
Interference can affect both native speakers and foreigners, both their production
and their interpretation of the message. This is not to say, however, that every such
conversation is loaded with miscommunication. The criteria outlined above apply only to
specific instances. These aspects of (mis)communication raise a number of theoretical
questions, of which the most important is What does effective communication depend
on?
This question has practical implications for us: we need to think of what level of
subtlety or sophistication our pupils need to achieve in their mastery of English. Depending
on our answer to this, we need to make decisions concerning our teaching. On the one
hand, we need to provide our pupils with a range of language which is wide enough to
enable them to express what they want to say, with a degree of accuracy appropriate to
their needs. Also, we need to prepare them to listen with understanding to native English
speech in a range of topics and registers appropriate to their needs. Bear in mind,
however, that the level of accuracy a pupil needs to achieve will be different from that of
another. Similarly, the levels of receptive skill and awareness of socio-cultural conventions
will also differ from one pupil to another.
youre
leaving
in May!
Linguistic meanings:
Yes: filler
but: conjunction, indicating contradiction or contrast
you: pronoun, referring to addressee
re leaving: present continuous, showing future arranged action
in May: preposition + N (specific month)
Note: Stress and intonation indicate referring back to known information.
Context:
Setting: at home, a couple is discussing
Addressee: partner
Previous conversation: the couple has been discussing a visit to one partners
parents
Previous utterance: Well, how about May?
Communicative meaning/function: Reminding in a slightly exasperated way.
Implication: Stop pretending youve forgotten youre going away.
Example 2
Forms: Yes, but
youre
leaving
in May!
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The implications of such examples and the description of the way language and
context come together to make communication possible are sometimes complex. For us,
one very basic implication is that grammatical structures (e.g. tenses, modals,
comparatives, etc.) have a central role to play in the communicative process.
We realise that the complexity of the matter is even greater when we remember
that there is no one-to-one relationship between form and communicative function. Any
grammatical structure or form can be used to express almost any function, given a
particular context and appropriate accompanying vocabulary and intonation. Remember,
however, that there is a fairly sound and reliable relationship between a form and its
linguistic meaning, though there may be several possible linguistic meanings for one form
(e.g. the present simple tense, the modal verb may, the word head, etc.). Because this
relationship is more-or-less invariable or systematic, the speakers can assume that they
share linguistic meanings, and can therefore use these forms in combination with external
factors, to create specified messages.
Linguistic meaning
Linguistic meaning
categories such as:
pastness
presentness
futurity
duration
time relations
possibility
Note: The -ed form also has other separate concepts, each of which is
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select from among this variety. They select those functions that are the most useful to
pupils, together with certain ways of expressing those functions. Such ways of expressing
functions need to be commonly used and commonly recognised. They are termed
conventionalised functional exponents or conventional exponents because they are
considered to be the most generalisable exponents for their particular function.
Conventional exponents are a language teaching device and they provide the basis
of most functional textbooks. They can equip pupils with structural patterns which have
communicative meaning and which can therefore be used immediately.
Certain functions appear to be related to certain linguistic patterns, not rigidly but
commonly enough to be regular. For instance:
Would you like a + NOUN = offer
Would you like to + VERB PHRASE = invitation
Dyou fancy + VERB + -ING = invitation (informal)
Excuse me ... please = polite attention getting formula
Conventional exponents represent a shortcut for both the learner and the teacher.
We can teach them as conventions, together with their communicative meaning (not their
linguistic meaning!), and with information as to their contextual/social appropriacy and the
attitude expressed. Some of these conventional exponents often bear little relationship to
the original linguistic meaning of the components. For instance, would you like a... is not
really a second conditional improbable future.
Teaching meaning
Grammatical structures and lexical items have notional meaning, and functional
exponents have functional meaning. The former provide the learners with immediate
communicative tools.
What other aspects of language have meanings? What else,
besides language, can contribute to the meaning of a message?
The comprehension and expression of meaning in discourse are skills which have
to be practised above and beyond the learning of discrete items of language.
Traditionally, EFL teachers insisted on grammatical structures. Now we also deal
with functional structures, that is, conventional exponents. On the whole, we need to
emphasise grammatical meaning for the former type (e.g. tenses, modal verbs,
prepositions, comparative and superlative forms, etc.), and communicative meaning for the
latter type, e.g.:
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Im awfully sorry
but + statement
you could always + inf.
= apology
= explanation
= suggestion, after initial suggestion is rejected
The problem, however, arises when a particular grammatical structure lends itself
to several distinct functions. For instance:
Example
Form: The First Conditional: if + clause, subject + will + verb
Linguistic meaning/concept: the condition is assumed as neither likely nor
unlikely to happen 50/50 possibility: If you do that again, If she gets in early
Function (i.e. communicative meaning):
threat: If you touch that again Ill kill you.
warning: If you touch that youll burn your hand.
conditional promise: I'll come if I can get the time off work.
bargain: I'll do the washing up if you do the lawn, etc.
The question is if in cases like this we should think of linguistic or communicative
meaning (i.e. concept or function) first. The common answer to this question is that we
should give our pupils an idea of the concept relatively early, and then teach the functional
uses. An alternative strategy is to use the functional contexts as a basis for revision and
practice of the structure as the pupils rise through the levels.
Some language constructions are more useful if they are taught from the basis of
linguistic meaning (e.g. tenses, countables/ uncountables, etc.), because their meanings
are not easily affected or determined by context: even when used in context, they retain
their grammatical meaning. Other constructions are better taught as fixed expressions
from the basis of communicative meaning, e.g. functional expressions such as: how about
+ -ing (suggestion/ advice); would you mind if + past tense (asking permission). This is
because they can then act as immediately usable tools of communication.
What kind of meaning (linguistic or communicative) would you
teach for each of the following items? Circle L for linguistic
meaning or C for communicative meaning:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
past perfect
lets + infinitive
too + adj. + to
you dont happen to, do you?
if I were you Id...
if I had more spare time, Id...
will versus going to
Ill give you a lift
I want versus Id like
hardly + inverted past perfect (e.g. hardly had
he got up when
L
L
L
L
L
L
L
L
L
L
C
C
C
C
C
C
C
C
C
C
A whole range of techniques for teaching meaning can be used. The choice of
techniques used will depend on factors like the nature of the language item, the level of
the pupils, their age and interests, the amount of time available, and so on. Your choice of
classroom techniques will depend on the assessment of your priorities.
1. Start by asking yourself what kind of item you are teaching: is it structural or
lexical? If you are dealing with a structure, then what kind of meaning do you need to
teach linguistic or communicative (concept or function)? What style does the structure
belong to formal, informal, or neutral?
2. Once you have decided what to say, guide your pupils to a focus on meaning; do
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Teaching grammar
Attitudes to grammar vary considerably. Michael Swan states (2002: 149) that there
are seven bad reasons for teaching grammar and two good ones:
1. Grammar looks tidy and relatively teachable. It can be presented as a limited
series of tidy things which students can learn, apply in exercises, and tick off
one by one. Learning grammar is a lot simpler than learning a language.
2. Grammar is testable. Grammar tests are relatively simple, so grammar is often
used as a testing short cut. So we can easily end up teaching what can be
tested (mostly grammar), and testing what we have taught (mostly grammar).
3. Grammar is a security blanket. Grammar rules give students the illusory feeling
that they can understand and control what is going on, as structural competence
is only a portion of communicative competence, this can lead teachers and
learners concentrate on grammar to the detriment of other aspects of language.
4. Grammar made me who I am. Many teachers spent a good deal of time when
younger learning grammar and they feel these things matter a good deal and
must be incorporated in their own teaching. The tendency of an earlier
generation to overvalue grammar can be perpetuated.
5. You have to teach the whole system. People often regard grammar as a single
interconnected system (like a car engine!). It is more realistic to regard grammar
as an accumulation of different elements/subsystems. Depending on their native
language, the students may already know something about the various
subsystems.
6. Power. Some teachers enjoy the power of knowing more than the students.
Grammar is the area where this mechanism operates most successfully, as
grammar involves rules, and rules determine correct behaviour.
7. The results. Where grammar is given too much priority the result is that the
learners know the main rules, can pass tests, and may have the illusion that
they know the language well. However, when it comes to language in practice.
They discover that they lack vocabulary and fluency. Moreover, such an
approach is psychologically counterproductive in that it tends to make students
nervous of making mistakes, undermining their confidence and destroying their
motivation.
The two good reasons are that:
8. Comprehensibility. Knowing how to build and use certain structures makes it
possible to communicate common types of meaning successfully. Without these
structures it is impossible to make comprehensible sentences. Although it is
difficult to measure the functional load of a given linguistic item independent of
context, such structures will obviously include basic verb forms, interrogative
and negative structures, the use of the main tenses, modal auxiliaries, a.s.o.
9. Acceptability. In some contexts, deviance from native-speaker norms can hinder
integration and excite prejudice (a person who speaks badly may not be taken
seriously or may be considered uneducated or stupid). That is why students may
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Modern linguistics most often addresses the largest unit of language discourse or
text. However, there are smaller units than discourse: the sentence, the clause, the
phrase, the word and the morpheme. We may also want to analyse the component parts
of the sentence: the subject, verb, object, complement, and adverbial. Different parts of the
sentence may be realized by various kinds of words or phrases, called parts of speech:
nouns, verbs, adjectives, adverbs, pronouns, determiners and prepositions.
A specific instance of grammar is usually called a grammar structure. Such
structures are the present simple of verbs, the genitive of nouns, the comparison of
adjectives or adverbs, etc. Such structures can cause problems to our learners as they
may look different in Romanian, or they may be absent altogether (e.g. the present perfect,
the progressive aspect, etc.). The meanings of the structures that do not exist in Romanian
are notoriously difficult to teach.
The terms grammatical and ungrammatical can be applied to either sentences or
clauses, or smaller units, such as phrases or morphemes. Thus a sentence like *The pupil
readed well is ungrammatical, and a phrase like *the boy tall is also ungrammatical.
Even morphemes can contribute to the grammaticality or ungrammaticality of a certain
form, such as the suffix ed attached to the verb go. However, for classroom use, the most
convenient unit of analysis is the sentence. (Notice that a sentence may have two or more
clauses; however, by a sentence we usually mean a set of words that include a verb,
stand on their own as a sense unit, and conclude by a full stop or an equivalent question
mark or exclamation mark).
What is the grammar that we need to teach? The answer to this question will
depend on our circumstances and our learners aims and level. Helped by the syllabuses
and the textbooks, you will need to decide how much grammar your particular pupils
require. Quite often the question of how much grammar to teach is determined by the
syllabus and the textbook, which specify clearly which grammatical structures the pupils
are expected to learn. Normally, the structures to be dealt with are listed at the beginning
of the textbook.
Although pupils need to be more concerned with how language works than with
learning about grammar, it is nevertheless useful for them to be familiar with the names of
the parts of speech. Some knowledge of terminology will help them with dictionary work,
save explanation time, and facilitate discussion in the classroom.
An awareness of word order should also be a priority. Our pupils should know that
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English is a Subject Verb Object (SVO) language. That is, in the normal, unmarked
sentences, the subject is at or near the beginning of the sentence, with the verb and any
objects following. Secondary school pupils should be able to recognise the subject, verb,
and object(s) of a sentence when they see them, as well as any adverbials a sentence
contains, and to know what their functions are. Also, they should know something about
verb forms; this means knowledge of the various patterns of regular and some of the more
common irregular verbs, the s third person singular and different tense forms. At a higher
level, pupils should be able to explore the more subtle distinctions expressed by the modal
verbs, etc.
10
controlled conditions, and then under more normal communicative conditions. (Ur (1988:
7) describes the practice stage of a grammar lesson in these terms: The practice stage
consists of a series of exercises ... whose aim is to cause the learners to absorb the
structure thoroughly, or to put it another way, to transfer what they know from short-term to
long-term memory.
It is common to distinguish a number of different types of practice activities
mechanical practice, contextualised practice, and communicative practice. Mechanical
practice consists of various types of rigidly controlled activities, such as substitution
exercises. Contextualised practice is still controlled, but involves an attempt to
encourage learners to relate form to meaning by showing how structures are used in reallife situations. Communicative practice entails various kinds of gap activities which
require the learners to engage in authentic communication while at the same time keeping
an eye, as it were, on the structures that are being manipulated in the process0 (Ur, 1988:
9).
Irrespective of whether the practice is controlled, contextualised, or
communicative, it will have the following characteristics;
Presenting grammar
The advent of communicative teaching saw the demise of grammar-based
instruction. Grammatical syllabuses were superseded by communicative ones based on
functions or tasks. Grammar-based methodologies such as the Presentation Practice
Production (P-P-P) lesson format gave way to function and skill-based teaching.
Accuracy activities such as drills and grammar practice were replaced by fluency activities
based on interactive small-group work. This led to a fluency-first pedagogy (Brumfit,
1979) in which students grammar needs are determined on the basis of their performance
on fluency tasks rather than predetermined by a grammatical syllabus. This puts the onus
of presenting grammar almost exclusively on the teachers shoulders. This means that it is
important for you to be able not only to know how English works but also to be capable of
passing this knowledge on to the pupils. Moreover, you should be able to explain to a
class how grammatical structures work in actual communication. It is less important for
your pupils to know the name of a particular structure than it is to know how and when the
structure is used.
It is not easy to present and explain grammar structures. First, you need to
understand yourself what is involved in the knowledge of the respective structure (form
and meaning), and what kind of difficulties it may create for your pupils. Then, you need to
select examples and explanations that will make it clear and accessible to the pupils. The
proper balance must be found between simplicity of presentation and accuracy, as what is
simplified may lose in accuracy.
There are basically two ways of dealing with grammar. The traditional way is
deductive: the pupils are given rules to study and then they try to apply them. This view is
to be found in the structural syllabuses and textbooks. Here the structures are sequenced
according to their complexity.
The other way is inductive: you select the functions your pupils may need to
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11
express in English and then ask them to look for their grammatical exponents. However, it
is very difficult to select and sequence functions, as the needs of the learners cannot be
predicted with accuracy. And yet, the learning goals expressed in functional terms are
more motivating for learners as they can see immediately the usefulness of such language
as that use in asking for directions or accepting invitations.
Do the English textbooks in use teach grammar inductively or
deductively?
Frequent short periods of formal grammar teaching are probably more successful
than infrequent long periods. Five or six minutes dealing with a single point is enough, as
long as you recycle the same point over a number of times until your pupils are
comfortable with it.
Ways of presenting grammar in the classroom range from formal explanation to
grammar games. None of these techniques should be despised until you have tried them
and found suitable or unsuitable for your classes. You will choose techniques which suit
your own teaching style and your pupils learning styles. However, there are voices (CelceMurcia and Hills, 1988: 27-28) that claim that any grammar lesson should consist of four
parts: presentation, focused practice, communicative practice and teacher feedback and
correction.
Presentation
In the presentation stage you introduce the new grammatical structure. You should
decide whether this is o be done deductively (by formal presentation and study of a rule),
or inductively (by offering examples of use from which the rule can be worked out).
Focused practice
In this stage, you give the pupils practice in manipulating the specific structure with
no other distractions, such as the need to communicate.
Communicative practice
In this stage, the pupils put a new structure to use in a variety of communicative
activities. The tasks that you select for this stage should incorporate information gaps, in
which one participant has information that the other does not. The speaker must have a
choice of what to say and how to say it. Finally, there should be feedback from the partner
or listener. This will affect what the speaker says, and thus prevent a rehearsed
conversation.
write a short sentence on the board, such as We watched a film last night, and ask
simple questions to check understanding, such as Who did what? When? Your pupils
need to know enough to slot vocabulary items into the appropriate places in the sentence.
Coloured chalk, boxed or circled words, small capitals and other graphic markers are
useful for showing the word order changes on the board. For example, to show how the
statement She has done her job is turned into a question form, you can highlight the
word has, which draw attention to it when it moves to the front of the sentence:
She has done her job.
Has she done her job?
Penny Ur (1996: 82) advises that after preparing a grammar presentation, you need
to go through it again, asking yourself questions like:
Task-focused activities
14
X
discovered
realised
found
saw
NOW
Note that these questions refer to the particular situation devised for presentation,
and that they are generalised questions which get to the essence of the linguistic meaning
of the structure.
Example 2: Would you mind if I + past simple
Would you mind if I opened the window?
Functional meaning: asking permission. Style: formal.
Situation: Man in a train compartment, sitting opposite to a stranger lady.
Elicited examples:
Man: Would you mind if I
opened the window?
smoked?
put my feet on the seat?, etc.
Lady: No, not at all.
Be my guest, etc.
Concept questions (and expected answers):
Do they know each other? No.
Do we often use this kind of language between friends? Not really.
Is the lady going to open the window? No, the man is...
So whats he doing? Hes asking for ? Permission.
Note that these questions refer to the social relationship as well as to the intended
meaning of the utterances.
Concept questions need to account for function, style and register, as well as
grammatical meaning.
Now try your hand at devising concept questions for Jane
used to eat meat. Analyse and state the meaning first. Try to
make your definitions simple and clear enough for your pupils to
understand. Then write your concept questions and the answers
you would expect from the pupils.
b. Horizontal extensions
You can introduce conjunctions such as but or because to elicit an extension of a
sentence. The extension should reinforce the meaning, i.e. discontinued past habit in this
case:
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This will lead to sentences containing wrote/did/was, etc. versus has written/has
done/has been, etc.
Now make sentences about what Mick had or hadnt done at 12:55 last Tuesday
afternoon.
1 He hadnt cleaned the window.
2 He hadnt made the bed.
(from Granger C. and Beaumont D., Generation 2000 Students Book, Heinemann, p. 81)
c. Meaningful drills
Still following a model, the pupils can make a limited choice of vocabulary.
Example
Think about a place you know which has a lot of problems. What are the problems?
What improvements would you recommend? Make true sentences. There are some ideas
in the box to help you.
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Examples
There are too many cars.
There should be a pedestrian zone.
There is too much pollution.
There isnt enough entertainment.
There is only one good disco.
There isnt anywhere to meet friends after school.
bottle bank
cinema
disco
litter bin
pollution
pedestrian zone
sports centre
traffic
car
club
entertainment
noise
pedestrian crossing
public transport
street lighting
tree
car park
cycle lane
graffiti
park
rubbish
shop
swimming pool
(from Granger C. and Beaumont D., 1993, Generation 2000: Students Book, Heinemann, p. 41)
18
g. Free discourse
The pupils are given no specific direction to use a certain structure. However, the
task situation demands the use of a certain structure.
Example
Discuss. If someone from India came to live in your country, what things might they
find unusual or difficult to get used to?
(from Abbs B. and Freebairn, I., 2001, Snapshot: Intermediate, Students Book, Longman, p. 89)
go is an irregular verb
should is a modal verb
read doesnt change its form in the Past Tense
but is a coordinating conjunction
You may also ask your pupils to design their own tasks based on this or other
patterns. This will not only increase motivation but will also cause them to reflect more
deeply on the various possibilities. Another group task might be to explore how many
words may be removed from a sentence one at a time without making the sentence
ungrammatical. Start by creating a sentence with lots of adjectives and adverbs, which can
be removed easily, then move to longer verb phrases.
A variation on this activity is to make a competition of it. Start with a short sentence
and ask the pupils in two groups to take turns in trying to increase it one word at a time
while still producing acceptable utterances. For example, start from Time flies:
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Time flies.
Time flies quickly.
Time flies quickly usually.
Time flies very quickly usually.
Spare time flies very quickly usually, etc.
Grammar games help to provide an element of competition and enjoyment, and
puzzles can often focus attention on subtle aspects of grammar and usage. One simple
idea is to give your pupils a pair of sentences with minimal structural differences and ask
them to say what the difference in meaning is. Decisions reached by different groups can
later be discussed and grammatical justifications can be offered; all of these develop
grammatical awareness. Here is such an example:
I dont think of her much. (Shes not in my thoughts)
I dont think much of her. (I dont like her)
Another source of reflection is ambiguity. Provide your pupils with an ambiguous
sentence and ask them to suggest two meanings and a possible explanation for the
ambiguity, e.g.:
Can he swim? (Is he capable? / Is he allowed to?)
Sometimes it is difficult to say whether the problem is one of vocabulary or
grammar. For example:
Remember me? (Do you recognize me?)
Remember me to your wife. (Give my regards to your wife)
past continuous and past simple: ask the pupils to tell anecdotes of frightening
experiences, etc.
b) During preparation for listening or reading texts
ask what the pupils know about the subject in advance and pool information
ask if any pupils have experience of anything related to the topic, etc.
c) During freer speaking activities
organise role-plays in which pupils play themselves.
organise discussions in which pupils express their own opinions.
organise simulations of conversations in various places.
Any topic or situation which has personal value to an individual pupil or which
allows him/her to express their individuality will provide the sort of language practice that
leads to deeper assimilation of that language. And deeper assimilation leads to better
retention and easier recall.
Consciousness-raising activities
We have seen that the goal of practice activities is to develop automatic control of
grammatical structures that will enable learners to use them productively and
spontaneously. This may not be achievable if we assume that we can teach grammar for
use in communication. If instead, we aim to develop the learners awareness of what is
correct but without any expectancy that we can bring them to the point where they can use
this knowledge in normal communication, then the main objections raised against
grammar practice disappear.
Practice is directed at the acquisition of implicit knowledge of a grammatical
structure tacit knowledge needed to use the structure effortlessly for communication.
Consciousness-raising is directed at the formation of explicit knowledge - intellectual
knowledge which we are able to gather about any subject. The construction of explicit
representation of grammatical structures is of limited use in itself when it comes to
communicating. Although consciousness-raising does not contribute directly to the
acquisition of implicit knowledge, it does so indirectly. It facilitates the acquisition of the
grammatical knowledge needed for communication. Moreover, it is crucial for future
teachers of English who will have to explain to themselves and their pupils various
structures.
The acquisition of implicit knowledge involves three processes:
1. Noticing: the learner becomes conscious of the presence of a linguistic feature
in the input, whereas previously s/he had ignored it;
2. Comparing: the learner compares the linguistic feature noticed in the input with
his/her mental grammar, registering to what extent there is a gap between the
input and his/her grammar;
3. Integrating: the learner integrates a representation of the new linguistic feature
into his/her mental grammar.
Noticing and comparing involve conscious attention to language; integrating takes
place at a very deep level, of which the learner is generally not aware.
Consciousness-raising contributes to the acquisition of implicit knowledge in two
major ways (Ellis, 171):
1. It contributes to the process of noticing and comparing and prepares the
grounds for the integration of the new linguistic material. However, it will not
bring about integration. This process is controlled by the learner and will take
place only when the learner is developmentally ready.
2. It results in explicit knowledge. Thus, even if the learner is unable to integrate
the new feature as implicit knowledge, s/he can construct an alternative explicit
representation which can be stored separately and subsequently accessed
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Pupil corrects pupil: you can ask if anyone else can give the correct
response. You can ask if anyone can help the pupil who has made the mistake.
Teacher corrects pupil(s): Sometimes you may feel that you should
take charge of correction because the majority of the class are too mixed-up. In
such cases, you may have to explain again the item of language which is causing
the trouble.
The use of correction techniques gives the pupils a chance to know how to get the
new language right. It is important, therefore, that after you have used one of the
techniques, you ask the pupil who originally made the mistake to give a correct response.
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These two stages of correction and the techniques described above are especially
useful for accuracy work, not only in grammar, but for speech in general. Another
possibility, however, for the more creative activities is gentle correction. This involves
showing the student that something is wrong, but not asking for repetition.
Summary
We could say that there are four stages in the assimilation of the meaning of a
grammar item:
1. experiencing the target item in limited context (i.e. isolated from main body of
language)
2. discovering its boundaries of meaning
3. practising/recognising it in different contexts
4. using it to express real communicative intentions.
The meaning of some items can be learnt quickly. Other items take longer to learn.
Their teaching has to be staged over a period of days or even weeks. The teaching of
such items needs to go through several stages too. First, you need to guide your pupils to
the meaning of the item by introducing and illustrating the meaning of the item. Second,
you need to reinforce their understanding by: (a) checking their understanding, (b)
comparing and contrasting the item with potentially interfering items, (c) testing the pupils
ability to discriminate.
The full meaning of a new word or structure, the stylistic constraints on its use and
the diversity of possible separate meanings are impossible to grasp at one and the same
time. Just like in our mother tongue, where we constantly discover new nuances, uses and
collocations for familiar words, in English our pupils will undergo the same process. They
should start with a simplified or generalised account of the meaning of a new item. This
meaning does not take account of diversity, nuance, constraints on usage, etc. Such an
account is, therefore, to some extent, an approximation. In time, they will move on through
further language exposure to a finer and finer appreciation of the exact use of the item.
The reasons for not going into the subtleties of meaning early on are obvious.
Firstly, they would confuse the pupils. Secondly, they are often very difficult to explain. So,
the solution is the subsequent exposure to a great deal of authentic language. Thus the
pupils have the opportunity to recognise structures taught approximately, and through
sensing the nuances and complexities, they can come to a more exact appreciation of the
uses.
It is important to stress that providing an approximation of a meaning is not the
same as providing the bare essentials of a meaning. We need to give our pupils a word or
structure and a meaning that they can generalise from. So, in initial presentations,
information on meaning will probably include situations, communicative meaning and
formality/ informality level for appropriacy for formulae and functional exponents (e.g.
would you like to...). For grammatical structures, the initial presentations should include
linguistic meaning, without subtleties.
Further Reading
Ellis, Rod. 2002. Grammar Teaching Practice or Consciousness-Raising? in Richards,
Jack C. and Renandya Willy A. (eds.) Methodology in Language Teaching.
Cambridge: CUP.
Nunan, D., 1989. Designing tasks for the communicative classroom. Cambridge: CUP.
Richards, Jack C. and Renandya Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
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Swan, M. 2002. Seven Bad Reasons for Teaching Grammar and Two Good Ones in
Richards, Jack C. and Renandya Willy. Methodology in Language Teaching.
Cambridge: CUP.
Ur, Penny. 1988. Grammar Practice Activities, Cambridge University Press, pp. 4-43
Ur, Penny. 1996. A Course in Language Teaching, CUP, pp. 74-85, 90-98
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1 What Is Error?
Generally speaking, error is a deviation from the norm. By norm we mean a
language system shared by a language community, in our case, English. However, the
answer to the question What is error? will vary with who gives the answer and why. For
instance, one teacher may see error as an important source of data for the study of
internal psychological language processes. Another may see it as a source of
information about the relative success of teaching. To the pupil, error may or may not be
a thing to be avoided, a source of failure and inhibition, or a source of amusement, if not
a fact of life.
Not all errors are all of equal importance, however.
very often errors do not interfere with the intended message in the
communicative process (e.g. *Pardon, is possible I can use phone?).
the process of learning. For instance, pupils may forget previously learnt
rules and these become again areas of confusion as new rules are introduced
into the system;
the process of teaching. For instance controlled practice activities may put
such pressure on pupils that they make errors of stress, for instance, because
they are concentrating on the structures;
bad teaching.
It is important for a teacher to establish the causes of an error in order to become
more able to deal with it.
Language categories
errors specific to
spoken language
sounds
stress and rhythm
intonation
paralinguistics*
Behavioural categories
These involve culturally specific routines (e.g. how and when to greet people, take your
leave, respond to gratitude, etc.), ways of not causing offence, and ways of behaving in
conversation (e.g. turn-taking, interrupting, etc.).
Priority considerations
These considerations concern whether or not to deal with an error during a given
classroom activity, addressing the question How important is the error? This aspect of
error analysis is often dealt with immediately by the teacher, but it is important for you to
be aware of the dimensions of the issue in order to make those systematically.
Here are some of these priority considerations:
Applying these considerations, you can isolate different angles from which to
view the importance of your pupils errors. Your decision as to how and when to correct
will be largely a matter of common sense and sensitivity.
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the teacher;
the pupil her-/himself;
another pupil;
the whole class (through discussion).
The most desirable correctors are the pupils her-/himself and another pupil. But
you will often need to do the correction yourself as consolidation, as pupils often do not
trust each other to be able to provide the best solution. The whole class is asked to do
the correction when a common problem seems to be worth making into a class
problem-solving activity.
In controlled oral work one possible procedure is to:
stop the pupil who is speaking and make sure s/he knows there is a
mistake (e.g. "Is that right?");
give the pupil a chance to reconsider;
if this does not help, isolate the error (e.g. by counting off the previous
words with fingers and highlighting position of error in the pupils
utterance), or
say "Grammar?, Pronunciation?, Stress?, Is that the right word?", etc.;
if this is still no good, ask the class "Can anybody help?" and encourage
intensive listening of pupils;
if this does not work either, tell the pupils what the correct form is and
get the pupils to practise the correct version.
SAQ 2
In no more than 50 words, explain whether you would use a
similar error correction procedure for oral fluency work.
When dealing with errors in written work, essentially the same principles apply:
fluency activities
less important errors
Many of the writing activities that you set are probably controlled or guided
exercises, because these are easy to mark, and your pupils make fewer errors.
However, when you set fluency-based writing (i.e. communicative writing), it is important
to be selective about the types of error you want to focus on.
Perhaps one of the best ways to correct written work is to make the pupils work it out for
themselves. This means that you need to isolate the error (by underlining) and
categorise it (by a code in the margin). Here is an example of such a code:
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Gr = grammar
WO = word order
WW = wrong word
SP = spelling
?? = word omitted
P = punctuation
T = tense
St = style
? = I don't understand
L = linking not logical
NP = new paragraph
etc.
Do not forget that your pupils may also enjoy helping each other with the
correction of their work!
When a group of errors becomes common in the class, it is time for remedial
work*. One of the best ways of dealing with remedial work is to write 10 wrong
sentences on the blackboard and the pupils (in pairs or groups) have to find the errors.
can also be made by listeners or readers; these are called reception mistakes.
Reception mistakes are less easy to detect but they are usually due to:
These factors are true for native speakers and foreign pupils alike.
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5 Error Analysis
Error analysis is a process which has four steps:
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production stage. That is why error analysis research has limited itself to analysing
production errors.
SAQ 4
Look at the following errors. Some are easier to identify than
others. Why is it so? Explain your reasons in the space
provided below.
a. *I have saw him recently.
.......
......
b. *Ive seen him yesterday.
....................................................................................................
......
c. *I took the jacket back it didnt suit me.
..
e. *I clean my teeth twice a week.
..
f. *There are cinemas from 10 p.m. until 2 a.m.
..
There are two kinds of errors: overt and covert. Overt errors are easily
recognisable as the sentence where they appear provides enough context. Covert
errors are the more difficult to recognise as they require greater sensitivity to the wider
context and to what the pupil is trying to say. Examples (a), (b) and (f) in SAQ 4 contain
overt errors. Examples (c), (d) and (e) are covert errors. Such covert errors may either
pass by altogether or are realised as errors because we have some extralinguistic
knowledge about the pupil who is speaking or the situation s/he is referring to. Covert
errors involve the wider context of the discourse.
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.
b.
..
c.
.
*I clean my teeth twice a week.
f.
To reconstruct covert errors you have to look behind the immediate context. In
order to correct covert errors you may have to ask the pupil if s/he meant what s/he said
or not, and if not, what s/he wanted to say. Questioning may also be needed when a
combination of errors occurs in one utterance.
Moreover, overt errors can very often conceal covert errors. In reconstructing an
overt error such as *I clean rarely my teeth or *I want speak to you, the impulse to
correct the word-order in *rarely my teeth may obscure the fact that it doesnt really
make sense. In *I want speak you you might insert the to but not notice the stylistic
error. So, whether you are marking written work or listening to pupils oral work, you
shouldnt miss important covert errors in your attempts to correct the overt ones.
Interlingual errors
Inter-lingual errors are comparatively few in number compared to intra-lingual
errors. This suggests that the traditional contrastive analysis is useful to explain only
those errors that are caused by the interference of Romanian. As a teacher of English,
you are already familiar with the areas of interference between Romanian and English.
Intralingual errors
Many errors are common to pupils with different native languages. However, the
pupils in a certain group do not necessarily make the same errors. So error analysts
looked at the errors made within the context of English and of the students learning
experience. They attempted to work out what influences could cause error apart from
the learners mother tongue. Below are some of the most common causes of intralingual errors:
Overgeneralisation
An overgeneralisation error appears when the pupil has learnt a rule (e.g. ed
marks the past tense) and s/he overextends the rule to exceptions. Hence *comed,
*goed, *maked or *"I must to buy this book", etc. Native English children also do this
when acquiring English.
Early learning
The language pupils learn first has to cover a multitude of functions and they must
make do with the little language that they know. For instance, the present simple may
serve as past: *"Yesterday I come to school by bus". The errors produced in such
circumstances could be called communicative, and they are gradually removed as the
pupils learn more English.
Teacher-induced errors
Some mistakes may be caused by overloading, which may lead to mixing or
confusing, or even erasing. Also, the teachers failure to highlight the relevant details of
a rule, may determine the pupils production commission of errors. For instance a
question like *"Is she gone out?" may be caused by the teachers failure to show that
shes gone out stands for she has gone out in the affirmative.
Cross-association
Pupils may confuse two different uses of similar forms or concepts as in:
*Its mine book.
*The book was very interested.
*He asked me to borrow my car to him.
Any of the above-mentioned causes could contribute to such errors. Whatever the
cause though, the pupils are not associating the right form to the right concept or
function.
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Hypercorrection
The pupils may transfer a correction to areas where it does not apply, and in which
they previously made no errors or different errors, e.g.:
*He always is late.
After the teacher has insisted a lot on structures like He always arrives late or
My fathers car, the overcompensation begins. The pupils may say things like *He
always is late or *The chairs legs.
Distraction
When a pupil is thinking about one aspect of language, he may lose concentration
in another. This is especially true of intonation, as practice of structural accuracy may
lead to flat intonation.
Communication strategies
Communication strategies include simplification, translating, borrowing, guessing,
over-generalising, etc. Each strategy brings with it several types of error. For most
pupils, true communication in English (i.e. fluency) is inaccurate. However, the errors
that occur will be considered significant only if they lead to communication breakdown.
These breakdowns must be noticed and quickly repaired. Here are some examples:
simplification:
borrowing:
guessing:
Correction
A difficult problem teachers are confronted with is how to make your pupils notice
and concentrate on your corrections. You can never be sure of your pupils commitment
to correction, because they learn in the way that suits them best. For instance, some
pupils will benefit from homework, if you attach a good deal of importance to it, and give
them corrections and comments in it.
When the pupils are motivated, you may ask them to self-correct using a correction
code. An introduction to self-correction is to get the pupils correcting each others work
after it has been coded by you and handed back.
Remedial action
The systematic diagnosis of language weaknesses can pay dividends. When
diagnosing areas of weakness, especially from written work, it is important to end up
with:
11
a list of the common errors made by both individuals and the class as a
whole. The errors in the list can be categorised: errors with articles, punctuation, modal
auxiliaries, etc. Such a list can help you devise a step-by-step approach to remedial
work.
They reformulate what the child tries to say, and in so doing, they confirm that they
have understood. In reformulation, no attention is drawn to an error.
They extend what the child is talking about, thereby providing relevant and
comprehensible new input.
SAQ 6
What are the implications of these two parental strategies for
classroom teaching? What questions do they raise?
Summary
To conclude, you need to be aware of various types of mistakes: slips, lapses,
and errors and be able to say in which category or subcategory of errors they belong. In
addition, you need to identify the causes of errors and say if they originate in Romanian
or in English.
Your responses to error will depend on the medium: in speech, you will have to opt for
either correction or reformulation, while in writing you will have to decide on a coding
system.
Key Concepts
error
mistake
negative transfer
overgeneralisation
error analysis
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identifying error
reconstructing error
classifying error
explaining error
inter-lingual errors
intra-lingual errors
correction
remedial action/work
reformulation
Further Reading
1.
2.
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Placement and diagnostic testing are often carried out in unison when a pupil
first enters a school. Progress tests reflect the work of a lesson (e.g. homework) or the
work covered in a week or a longer period of time.
Informal testing
Informal testing refers to the techniques we use in a lesson to keep a constant
check on our pupils minute-by-minute progress and the effectiveness of our teaching. It
can be done using concept questions to check assimilation of meaning, by eliciting* and
by peer correction*.
Here are a few types of informal tests:
asking concept questions
checking understanding of instructions
eliciting pupils own examples
eliciting pupils explanation of a grammar rule
eliciting pupils definition of a vocabulary item
controlled oral practice (e.g. drills)
elicited/cued*/guided dialogue-building
elicited/cued/guided monologue-building
free stage activities
language games
communication games
comprehension questions
tasks based on listening/reading material
As a result of informal testing, both your pupils and you get an ongoing and
impressionistic idea of their progress.
Formal testing
In formal testing, you give a certain time to a group of pupils to do a test that
was previously prepared, which is then corrected. Formal tests are not necessarily set
by you, the class teacher, and they may not be related specifically to previous
classroom teaching. Apart from their grade or mark, the pupils may never see the tests
again.
Formal tests can be most types of written exercises:
transformation
e.g.: He's a fast runner. He runs...
clause combination
e.g.: She had a cold. She went swimming. (although)
gap-filling
e.g.: The chocolate cake looks so good. It must be very...
multiple-choice
e.g.: Which of the three solutions is closest to the given word: hostage
a) prey b) victim d) captive
sentence-completion, etc.
e.g.: My friend would be all right if....
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The written work that the pupils produce provides a basis for assessment and
analysis.
Approaches to testing
Traditional types of formal tests may test linguistic competence to some extent,
but they do not test linguistic awareness or communicative competence. Thus, we can
identify three different approaches to testing:
discrete item tests
These test individual grammar rules or vocabulary items (e.g. Jane (go) to
school by bus every day.)
integrative tests
These test a more global linguistic awareness, e.g. cloze tests where every nth
word is deleted from a passage.
communicative tests
These test the pupils communicative effectiveness in each of the four language
skills, and also the socio-cultural awareness of language choice in a range of contexts.
Most teachers believe that their job is a constant process of TESTING (or
TEACHING TESTING AGAIN... and so on. In fact, pupils work off the
feedback they get from their teachers and teachers work from the feedback they get
from their pupils. Thus, teachers can continuously assess individual pupils progress
and the effectiveness of their teaching.
There are four basic issues in testing:
ASSESSING)
c. find out which of the classes available is best suited to the pupils needs. This
is a placement test and is most often used on entry into a school.
d. find out what a group of pupils specific needs are, what they are good at or
weak on; to see which skill areas need more work, and what kind of work. This is done
using a diagnostic test, based both on what the pupils should know and on what may
still need to be covered. A diagnostic test is similar to a placement test in content but it
may be a more precise instrument. Actually, we may consider that informal diagnostic
testing is going on for some time at the beginning of a course.
e. find out which are the best pupils in a group. This is competitive assessment
via a selection test.
f. find out the language learning abilities of a pupil or group of pupils, to see to
what extent they would benefit from a language course. This is called an aptitude test.
With the exception of aptitude tests, all the tests overlap to a certain extent in
terms of content language and its use. However, each one has a different aim and a
different relationship to teaching. These differences influence the content of a test, the
way in which it is handled and marked, and who writes the test. The three tests that
most concern us are the progress, diagnostic and placement tests.
Progress tests
These are the tests that you administer most often, and which affect your pupils
learning directly and immediately. Their aim is to find out if what you have taught has
been assimilated sufficiently to be used accurately and appropriately, or whether
remedial work is needed. Progress tests are based on what you personally have taught
your pupils, on what the syllabus or the textbook directed you to teach. That is why,
progress tests are, in a sense, retrospective to teaching. They act as a kind of summary
of a number of hours work in class or at home.
Regular progress tests can help you and your pupils to see improvement in
certain areas or skills over a longer period. This is particularly useful with more
advanced pupils where progress is often more difficult to see. Progress tests are also a
good way of indicating to pupils that more effort is required of them if they are to reach a
certain standard.
We should consider the results of progress tests in conjunction with continuous
assessment. As some test results may indicate a bad day for some pupils, you may also
need to consider factors such as: how hard they have worked, how much passive
knowledge they have, whether they like a challenge or not, and perhaps even the group
spirit.
A progress test, administered at the end of a year or at the end of a term, has
the aim of helping you and your pupils to see progress or lack of it. Such tests are
probably best written by someone with an overall view of the different levels and of how
they relate to one another and the syllabus. Many textbooks offer such tests at the end
of the year. However, if the aim of the progress test is to summarise a weeks work or to
draw together the different elements of a unit, you are the best person to write the test.
Such a test needs to be strictly related to what you have taught that class of pupils. The
results of such a test have the advantage of not only telling your pupils and yourself how
much they have learned, but also what needs remedial work in subsequent lessons. If
the test exposes huge gaps in your pupils knowledge, it has the function of a diagnostic
test as well.
However, tests can go wrong, not only because of the pupils lack of knowledge,
but also because of problems in the writing of the tests themselves. When you write
tests, bear in mind these five rules suggested by Harmer (1987, pp. 58 - 59):
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1. Do not test what you have not taught. Unless you are testing reading or
listening comprehension, you only test the language you have exposed your pupils to.
However, if you ask your pupils to write freely, then encourage them to show as much
as they know.
2. Do not test general knowledge. Remember that you test only their English.
3. Do not introduce new techniques in tests. For instance, ask them to do a
sentence-ordering activity, only if they have worked with jumbled sentences before.
4. Do not just test accuracy. A progress test should examine the pupils ability
to use language, not just their grammatical accuracy. Give them the opportunity to
express themselves freely, too.
5. Do not forget to test the test. Show it first to a colleague, who might identify
problems you have not thought of, such as unclear instructions, mistakes, or the
difficulty of the test (too high or too low). If possible, try your test out with a similar class
or a class of a slightly higher level.
Diagnostic tests
While progress tests are based on what you have taught, diagnostic tests are
based on what you think needs to be taught. Diagnostic tests are usually set at the
beginning of a course when you want to know your pupils.
Based on the information provided by a diagnostic test, you will plan your
language work for the class or group. A diagnostic test on the first day will help you to
decide which areas need remedial work, and which ones the pupils have at least some
knowledge of. This information will enable you to select the most necessary language
work and the right approach to input, practice and skills work. This is particularly
important at intermediate level and above, when learning is a process of constant
remedial work in order to help pupils achieve increasing mastery of complex aspects of
language use.
You may even use the same diagnostic test at the end of the course, as a
progress test, so that both you and your pupils see how and where they have improved.
Placement tests
Placement tests are concerned with the general needs of a pupil, and are based
on a general assessment of his/her ability to use English. When testing a pupil for
placement purposes you need to bear in mind an image of the syllabus at all levels, and
a knowledge of what demands are made on pupils at different levels. Based on what the
pupil understands and produces in the light of this criterion, you place him/her up or
down the scale.
Placement tests are important for you, as you have to cope with the results of
placement tests, even though you may not be involved in designing them.
Assessing tests
Four main issues concern us in assessing a test:
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validity
reliability
scorability
administrability
A test has validity when it does what it sets out to do, and does not test other
things unnecessarily (such as memory, intelligence, non-linguistic knowledge,
personality, etc). A valid test uses means of testing appropriate to the aims of the test.
A reliable test will give consistent results. If we administer the test again to the
same pupils or to other pupils at the same level, the test will give the same results. To
give reliable results, the test should be long enough.
A scorable test is quick to score, and not very time-consuming.
An administrable test is easy to administer.
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Below are five examples of test items that have the aim
of testing pupils' ability to produce a simple past question using
How.
Which would you say are valid ways of doing this?
a) Make a question from this sentence:
He went to Brighton by car.
b) Make the question for the answer below:
There are two kinds of testing techniques to choose from in terms of marking:
subjective and objective. These terms do not refer to the writing of the tests, but to the
type of marking they require. Actually, all tests are fundamentally subjective in
construction because they reflect certain attitudes to learning and to what is learnt. Both
subjective and objective techniques have their strengths and weaknesses.
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Objective tests
These tests are very quick to mark. They are based on predicted answers and
on total control of what the pupil shows s/he can do. The big disadvantage of such tests
is that we cannot find out if the pupils can do anything else.
Subjective tests
These tests are easy to design and administer, but their marking can be a timeconsuming process, involving a lot of decision-making about the quality and
acceptability of the answers. In such tests, the pupils can avoid or get round things they
are not sure of or do not know. They can show what they can do beyond what the test is
meant to test. This could be as much to their disadvantage as to their advantage.
When setting out to write tests, remember to create a balance both for yourself
and for your pupils when marking. Try to devise ways in which subjective testing (e.g.
free writing) can be put within a framework to restrict what the pupils produce (e.g.
include the following points... or compare and contrast with...) to help you make your
marking both easier and more standardised and reliable.
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c)
Which one demands more of the pupil in terms of
language skills?
..
.......................................................................................................
.....................
d) Which one is closer to what happens with
language in real life?
.
Test item 1 is an example of discrete item testing, while test item 2 is an
example of integrative testing.
Test item 1 isolates a particular item of language and keeps the surrounding
language to a minimum. Test item 2, on the other hand, is a small-scale example of
integrative testing because the pupil has to demonstrate a wider knowledge of English
and utilise an ability to read for gist.
The difference between discrete item and integrative testing is primarily one of
intention. When we want to know if a pupil can recognise or produce a specific item of
vocabulary or structure, a specific functional exponent or a certain pronunciation
feature, then we use discrete-item techniques. If we want to know how well a pupil can
combine her/his knowledge of grammar and vocabulary in skills work with a specific
aim, then we use integrative testing techniques.
Here are a few testing techniques you are familiar with.
Say whether they are examples of discrete testing or of
integrative testing, by writing D (discrete) or I (integrative):
essay
dictation
multiple choice
true/false
written answers to comprehension techniques
gap-filling
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Here are some common discrete item (and objective) testing techniques:
transformation
e.g. Complete these sentences:
Hes a fast runner. He runs
e.g. Change the word in capitals to fit the sentences given:
APPLY, etc.
There were a lot of for the job.
e.g. Complete the second sentence so that it has the same meaning as the first:
Im thirsty, she said. / She said
e.g. Make these sentences into questions:
1. Ive got two sisters and a brother, etc.
insertion
e.g. Put the word in capitals into the right place in the sentence:
She lives in an old farmhouse. HUGE
fill in
e.g. Fill in the blanks with so, such or such a and words from the text.
Jo was so annoyed when her sister got a Walkman that she didnt speak
to her parents for days.
combination
e.g. Join these two sentences using although:
John had a cold. He went swimming.
sentence completion
e.g. My room would be all right if
re-arrangement
e.g. jumbled words, sentence, paragraphs
Find words/phrases in column B, which have a similar (in other tests, opposite)
meaning to those in column A:
A
disappear
fade
loathe
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B
moist
leave
lose colour
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damp
/ had seen
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Remember that it is useful to test major items twice in order to increase the
reliability of the score.
Here are a few advantages of multiple choice testing:
Many teachers feel that their pupils need to be taught the skill of answering
multiple choice questions, especially comprehension questions. However this skill is
quite simple, even for text comprehension questions. Teach your pupils to:
Cloze tests
Cloze tests are a type of integrative tests. A cloze test consists in a passage
usually taken from an authentic text in which every nth word is deleted. In the classic
cloze test there is, therefore, no pre-selection of the blanks, which can cover all types of
words. In order to fill in the blanks, pupils have to understand the passage as a whole
(from the context), and fill in the blanks both in accordance with the meaning and
function of the piece of discourse as a whole and in accordance with the rules of
grammar at sentence level. In doing this the learner demonstrates an ability to:
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happened. To those who didnt . (9) her well, Anya seemed strange; to those who
(10) know her well, she was simply special.
Three levels of difficulty can be constructed from one reading passage by
deleting every fifth, seventh or ninth word. Passages with every fifth word omitted will be
more challenging than those with every ninth word deleted. The greater the number of
blanks, the more reliable the cloze becomes as an indicator of the pupils reading ability.
Could you now mention a few differences between cloze
tests and gap-filling tests?
One important difference is that a cloze test contains unseen elements, as the
gaps are not especially chosen but are every nth word. However, the gaps can also be
distributed according to criteria such as word class, redundancy or predictability.
Although they are very easy to construct, cloze tests are not necessarily very
easy to do, and they can be frustrating for the pupils if the blanks occur too frequently
for them to have sufficient contextual clues, or if the language level of the text is above
the pupils own productive level.
In cloze tests the relationship between productive and receptive knowledge is a
close one as pupils are being asked to read the passage intensively and complete it
grammatically, so a grasp of the gist is not enough. It can be very demoralising for the
pupils to find that all they can do is recognise which part of speech can fit, but not
understand the passage sufficiently to choose a word.
To score a cloze, count all words that are semantically and syntactically correct
or contextually appropriate. Accept any word that is contextually appropriate, not only
exact word replacements. In this way you can maintain both flexibility and objectivity,
because the range of predicted responses is not limitless, since it is controlled by the
immediate and general context.
Communicative testing
How often do our tests measure the pupils communicative ability? We still
primarily test knowledge of the grammatical and lexical system with some attempt to
see how pupils put this to work in the skills. You will probably have noticed that the
examples given so far are language-based not task-based tests; the emphasis is on
what pupils know or dont know rather than what they can or cant do with the language
at their disposal.
There are several reasons for this apparent lack of relevance of testing to
teaching for communication. One of them is that greater use of communicative testing
still awaits the resolution of many issues in communicative materials design and
communicative methodology.
Another reason for the delay relates specifically to one of the problems of a
communicative view of the language: what constitutes a core syllabus for
communicative purposes? What functions and notions need to be developed?
As there is some uncertainty of how to test communicative ability in a way
appropriate to the work done in class, we continue to test the language as before. We
know that in this way we can at least rely on that for information about our pupils grasp
of the linguistic system. This reveals at least something about communicative ability,
especially at lower levels. A lack of knowledge of the basic tenses for instance will
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seriously impede and limit effective communication. We may even use integrative tests
such as cloze tests to give us information about the pupils ability to process the
language. These tests will tell us at what level the pupils can process language and
what language (broadly speaking) they can process.
However, we often find that either the result does not accord with our subjective
assessment of the pupils overall ability in class or we get a shock when our pupils
appear that they cant use what they know to communicate. This poses the problem:
what should the criteria for communicative testing be, if existing tests are inadequate as
a measure of communicative ability?
Let us now look at some of the features of language use that do not seem to be
measured in conventional tests.
Interaction-based
In the vast majority of cases, language in use is based on an interaction. Even
cases such as letter writing can be considered as weak forms of interaction as they
involve an addressee, whose expectations will be taken into account by the writer.
These expectations will affect both the content of the message and the way in which it is
expressed.
A more characteristic form of interaction is represented by face-to-face oral
interaction that involves not only the adaptation of expression and content but also a
combination of receptive and productive skills. What is said by a speaker depends
crucially on what is said to him.
Unpredictability
The development of an interaction is unpredictable. The processing of
unpredictable data in real time is a vital aspect of using language.
Context
Any use of language takes place in a context, and the language forms that are
appropriate vary in accordance with this context. Thus a language user must be able to
handle appropriacy in terms of both context of situation (e.g. physical environment,
role/status of participants, attitude/formality) and linguistic context (e.g. textual
cohesion).
Purpose
Every utterance is made for a purpose. Thus a language user must be able to
recognise why a certain remark has been addressed to her/him, and be able to encode
appropriate utterances to achieve her/his own purposes.
Performance
The pupils actual use of language.
Authenticity
The characteristic of language that is not simplified to take account of the
linguistic level of the addressee. An important feature of the pupils ability to use
authentic language is their capacity to come to terms with what is unknown.
Behaviour-based
The success or failure of an interaction is judged by its participants based on
behavioural outcomes. More emphasis needs to be placed in a communicative context
on the notion of behaviour.
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However, problems can occur with students less willing to take responsibility for
their own learning, and it can be time-consuming. Therefore it is possibly best used with
classes who are used to group work. It is also important to limit what is asked of them to
test, either by the size and number of areas, or by the number of questions they have
to produce.
Alternative assessment
In recent years, there has been a growing interest in the application of
assessment procedures that are different from traditional forms of assessment. Forms
of assessment such as portfolios, interviews, journals, project work, and self- or peer
assessment have become increasingly common in the EFL classroom. These forms of
assessment are more student-centered as they involve more the students in their
learning and give them a better sense of control for their own learning. They can show
what the students can do in the foreign language. Students are evaluated on what they
can integrate and produce rather than on what they are able to recall and reproduce.
The main goal of alternative assessment is to gather evidence about how students are
approaching, processing, and completing real-life tasks in a particular domain (Garcia
and Pearson, 1994: 357).
Advantages of alternative assessment
These forms of assessment are called alternative, authentic or informal. These
new forms of assessment focus more on measuring learners ability to use language
holistically in real-life situations and is typically carried out continuously over a period of
time. In this way, a more accurater picture of students language profile can be
obtained.
The new forms of assessment focus on communication, rather than on
language, they are learner-centered rather than teacher-centered; they deal with
integrated skills rather than on isolated skills; they emphaseze the process rather than
the product; they involve open-ended, multiple solutions, rather than one answer or oneway correctness; they not only test but also teach.
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Portfolios offer a good vehicle for assessment because (a) they typically contain
a variety of different samples of student work, and (b) they make it easy to separate
evaluation from the process of instruction.
Portfolios may be used as a holistic process for evaluating course work and for
promoting learner autonomy. Portfolios provide a sound basis on which to document
individual student progress because they incorporate a range of assessment strategies
over an extended period of time.
Learning logs
See the lecture on Developing Writing Skills.
Journal entries
Journal entries may be used as an informal means of assessment by the
teacher because they are personal and intimate. The teacher can write short notes in
response to students thoughts. Just as in portfolio assessment, journal entries may be
a source of conferencing. See also the lecture on Developing Writing Skills.
Dialogue journals
See the lecture on Developing Writing Skills.
Summary
Most of this unit deals with formal testing. This is done though placement,
diagnosis, progress, proficiency, selection, and aptitude tests. You are probably mainly
interested in the first three, though you may be asked to construct or administer
placement tests, too.
The criteria of test assessment are also discussed: validity, reliability, scorability
and administrablity.
The testing techniques include discrete items (used in testing grammar,
vocabulary, functional exponents, pronunciation, style and include such test items as
gap filling), integrative tests (which make use of skills and global awareness of
language; examples of integrative tests: cloze, dictation, reading aloud); and
communicative tests (which test all skills). All these testing techniques have their place
in the testing system.
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Bear in mind that when testing you need to consider: the pupils' educational
background, their language level, the pupils' age and the emphasis of the syllabus you
are using: is it structural? functional? skill-based?
Remember that tests are as important to pupils as they are to you. Since they
constitute a formal measure of progress or current language level, they are very
motivating targets for pupils to work towards. The degree of formality with which you
administer the test will depend on the educational expectations of the pupils and the
relationship that you have built up with them.
Further Reading
Harmer, J., 2001, The Practice of English Language Teaching, Longman, pp. 321 - 334
Heaton J. B., Writing English Language Tests, Longman.
Huerta-Macas, Ana. Alternative Assessment: Responses to Commonly Asked
Questions in Richards, Jack C. and Renandya, Willy A., 2002. Methodology in
Language Teaching. Cambridge: CUP.
Peaflorida, Andreea H., Nontraditional Forms of Assessment and Response to Student
Writing in Richards, Jack C. and Renandya, Willy A., 2002. Methodology in
Language Teaching. Cambridge: CUP.
Richards Jack C. and Renandya, Willy A., 2002. Methodology in Language Teaching.
Cambridge: CUP.
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